Faculty and Staff

Dr. Lauren Hoffman Name: Dr. Lauren Hoffman
Title: Professor/Program Director
Program: Educational Leadership
Office Location: DL 132D
E-mail: hoffmala@lewisu.edu
Phone: (815) 836-5501

Lauren P. Hoffman is Professor and Director of the Educational Leadership Doctoral Program at Lewis University in Romeoville, Illinois. Her research interests lie in critical qualitative inquiry, posthumanism, and reconceptualizing the orientation of transformative leadership to address the most pressing educational, social, and political issues in education, community, and society.

Educational Background:
Ed.D. Indiana University May 2000, “Navigating Policy Tensions in Complex Times:  An Unfinished Story”
M.A.T. Indiana University 1973
B.S. Speech and Language Pathology Indiana University 1972
Post-Graduate Administration Certificate Purdue University 1978

Hoffman, L. (2017). Working towards everyday social justice action: Exploring Liquid Modernity, Material Feminisms, Care of the Self, and Parrhesia. Journal of Critical Thought and Praxis, 6, (1), 1-17.

Hoffman, L. (2013). Dignity, well-being, and respect in education: Implications for educational leaders. In J.G. Knowles and E. Lyle (Eds.). Bridging the theory-practice divide: Pedagogical enactment for socially just education. Nova Scotia, CA: Bakalong Books.

Porfilio, J. & Hoffman, L. (2013). The corporate takeover of teacher education: Exposing and challenging NCTQ’s neoliberal agenda. In P. Thomas (Ed.), Becoming and being a teacher: Confronting traditional norms to create new democratic realities (pp. 77-90). New York, NY: Peter Lang.

Hoffman, L. & Porfilio, B. J. (2012). A counternarrative of subversion and resistance: Hijacking NCATE to promote equity and social justice in a college of education. In J. Gorlewski, B.J. Porfilio, and D.Gorlewski (Eds). Using standards and high-stakes testing for students: Exploring power with critical pedagogy (pp. 251-264). New York, NY: Peter Lang.

Hoffman, L. (2012). Toward critical knowledge and textbooks: Urgent call for critical transformative leadership. In H. Hickman & B. Porfilio (Eds.). The new politics of the textbook: Problematizing the portrayal of marginalized groups in textbooks (pp. 315-318). Boston, MA: Sense Publishers.

Hickman, H. & Hoffman, L. (2011). Language and leadership. Journal of Cases in Educational Leadership, 14 (2), 26-34.

Hoffman, L. (2009). Educational leadership and social activism: A call for action. Journal of Educational Administration and History, 41 (4), 391-410.

Burrello, L., Hoffman, L., Murray, L.  (2005). School leaders building capacity from within:  Resolving competing agendas creatively.  Thousand Oaks, CA: Corwin Press.

Hoffman, L. & Burrello, L.  (2004). A case study of how a critical theorist and a consummate practitioner meet on common ground.  Educational Administration Quarterly, 40(2), 268-289.

Silliman, E., Wilkinson, L., & Hoffman, L.  (1994)  Progress in language literacy learning:  Ongoing assessment in the classroom.  In K. Butler (ed.) Best Practice Services I:  The Classroom as an Assessment Arena.  (pp. 104-124). Gaithersburg, MD:  Aspen Publications.

Silliman, E., Wilkinson, L., & Hoffman, L.  (1993). Looking at intervention through a clinical ethnography.  Journal of Florida Speech and Hearing Association, 13, pp. 11-15.

Silliman, E., Wilkinson, L., & Hoffman, L.  (1991). Facilitating collaboration through co-participation.  In E. Silliman and L Wilkinson Communicating for Learning:  Classroom Observation and Collaboration (pp. 77-108). Gaithersburg, MD:  Aspen Publications.

Hoffman, L.  (1991). The development of literacy in a school-based program. Topics in Language Disorders, 10, (2), pp. 81-92.

Hoffman, L.  (1990). Transdisciplinary team model:  An alternative for speech-language pathologists.  Texas Journal of Audiology and Speech Pathology, XVI (2), pp. 3-6.