Erin Dyke

Erin Dyke is an Associate Professor of Curriculum Studies and Laurence L. and Georgia Ina Dresser Professor in Rural Teacher Education at Oklahoma State University. Her primary line of research examines the pedagogies, organizing, and impacts of contemporary educator movements on educational practice and policy. Dyke has published work in this area in the Handbook of Educational Policy Research, Berkeley Review of Education, the edited volume Walkout: Teacher Militancy, Activism, and School Reform, and she co-edited a four-part special issue series for Critical Education highlighting empirical studies of and organizer interviews with educator movements from across North America. She is currently co-editing a special issue series for Workplace: A Journal of Academic Labor on teachers' work in contentious political times. With support from the Spencer Foundation, Dyke undertook a two-year community-based oral history study of the 2018 Oklahoma Education Walkouts with a team of teacher-researchers, with whom she co-authored an article in Critical Education to address underrepresented narratives and perspectives in public accounting of the event. She and her research team curated a public collection of educators' oral history narratives of their strike experiences, preserved and published with the Oklahoma Oral History Research Program at OSU. This research informs her 2023 book, co-authored with Brendan Muckian-Bates, Rank-and-File Rebels: Theories of Power and Change in the 2018 Education Strikes with WAC Clearinghouse and the University Press of Colorado. With co-author Dana Morrison, she is currently writing a book (Routledge, 2026) that will serve as an entryway for pre-service and early career teachers to learn about the complexities of teachers' unions and grassroots organizations. 

Dyke also engages community-based methods and oral history in her work with students and colleagues to address settler memory in U.S. curriculum and education. She collaborates with interdisciplinary scholars and communities to explore ethical and decolonial ways of teaching and learning Indigenous truthtelling of boarding school histories. She has co-presented projects related to this work at the Annual Symposium on the American Indian, Native American and Indigenous Studies annual meeting, the Oral History Association, and the International Oral History Association. She has also published ethnographic studies of liberatory curriculum and pedagogy with K-12 students and teachers in Educational Studies, International Journal of Multicultural Education, and Journal of Education Human Resources. For the past few years, she has also collaborated with electrical engineers to provide interdisciplinary curricular support for secondary school STEM educators in teaching and learning about semiconductors, including the ethics, interdisciplinary concepts, and social dimensions of teaching and learning about modern technological infrastructure.

Research Interests:

contemporary educator movements; social movement unionism; critical and culturally sustaining pedagogies; decolonial and abolitionist movements and pedagogies; trans- and interdisciplinary responses to pressing curricular challenges