David Alexander Philoxène

David Alexander Philoxène was awarded a PhD in the Graduate School of Education at UC Berkeley in 2021. His research focuses on critical geographies of race and violence, including how Black youth experience, locate, and practice safekeeping. His dissertation employed interviews, youth mapping artifacts, and critical ethnography to examine the sense- and spatial-making practices of Black youth who navigate violence across schooling and neighborhoods in Oakland, California. He is committed to (re)telling stories of resistance, survival, and possibility, and studying Black educational and community-based counter-spaces that exemplify this.
 
An Oakland native, he has spent the last two decades in youth spaces in a variety of roles, from classroom teacher, caseworker, school design-team member, teacher supervisor, and researcher. He has a BA in Sociology and African American Studies from UC Berkeley, a MEd and Secondary Teaching Credential from UCLA, and has been an NIH/NIGMS Predoctoral Fellow at UCSF, Chancellor’s Fellow at UC Berkeley, and 2020-2022 Gerardo Marin Dissertation and Postdoctoral Fellow at USF.

• Critical geographies of race and violence
• How Black youth experience, locate, and practice safekeeping

• Critical geographies of race and violence
• (Re)telling stories
• Black educational and community-based counter-spaces

• University of California, Berkeley, PhD in Social & Cultural Studies of Education, 2021.
• University of California, Los Angeles, MEd in Urban Education, 2006.
• University of California, Berkeley, BA in Sociology and African-American Studies, Education minor, 2003.

• Postdoctoral Teaching Fellow, University of San Francisco, International and Multicultural Education
  (IME) & Center for Humanizing Education and Research (C-HER), Fall 2021—Spring 2022.
• Program Coordinator, National Science Foundation (NSF) Research Experience for Undergraduates (REU)
  Biology Site at University of California, Berkeley, Spring 2011—Spring 2020.
• Instructor/Research Fellow, Step to College (S2C) Program at Fremont High School Site, Fall 2011— Spring 2014.
• Teacher Field Supervisor, University of San Francisco, Urban Education & Social Justice Department, Spring 2010—Winter 2011.
• Program Coordinator & Case-Manager, Leadership Excellence/Flourish Agenda, Fall 2008—Summer 2010.
• English & Ethnic Studies Teacher, Oasis Alternative High School, Fall 2007—Spring 2008.
• Humanities Teacher & Design Team Member, East Oakland Community High School (OUSD)— Fall 2003-Spring 2007.
• Social Studies Teacher, Adolph Leuzinger High School (CVUHSD), Spring 2005—Spring 2006.

• University of San Francisco, Gerardo Marín Postdoctoral Fellowship, 2021-22
• University of California, Berkeley, Institute for the Study of Societal Issues Graduate Fellowship (ISSI), 2020-22
• University of San Francisco, Gerardo Marín Doctoral Fellowship, 2020-21
• University of California, Berkeley, Center for Race & Gender Graduate Grant, 2019
• University of California, Berkeley, School of Education Cross Collaborative Scholarship Award, 2015
• University of California, Berkeley, Chancellor’s Fellowship, 2012-16, 2010 (declined)
• Institute for Sustainable Economic, Educational, and Environmental Design (ISEEED), Healthy Communities Fellowship (East Oakland Step To College), 2011-13
• University of California, San Francisco, National Institute of General Medical Sciences, IMDS Fellowship, 2010-2012
• Institute for the Recruitment of Teachers (IRT), 2008
• Bay Area Writing Project Summer Fellow (BAWP), 2007
• Fund For Teacher, Team Teacher Fellowship, 2006
• Marcus A. Foster Educational Institute, Teacher Award, 2006
• University of California, Los Angeles, Paso Robles Family Fellowship, 2004-2005

• Camangian, P. R., Philoxene, D. A., & Stovall, D. O. (2021). Upsetting the (Schooling) set up: autoethnography as critical race methodology. International Journal of Qualitative Studies in Education,1-15

• Philoxene, D. A Geography of Safety and Violence: Black Youth, Spatial & Racial Logics. Institute for the Study of Societal Issues—Working Paper Series, 2020.

• Johnson, P., & Philoxene, D. (2018). It makes me feel like I’m a monster: Navigating Notions of Black Damage in This Work, in Nasir, N. Chatmon. C. & Givens, J. (Eds.). “We Dare Say Love”: Supporting Achievement in the Educational Life of Black Boys. Teachers College Press, Multicultural Education Series. ross, k.m., Nasir, N., Givens, J., McKinney de Royston, M, Vakil, S., Madkins, T., & Philoxene, D. “I do this for all of the reasons America doesn’t want me to”: The Organic Pedagogies of Black Male Instructors. Equity & Excellence in Education, 49(1), 85-99.

• Nasir, N. & Philoxene, D. (2016). Review of Inequality in the Promised Land: Race, resources, and suburban schooling. Teachers College Record.