David Hemphill

Faculty Member
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Faculty Profile

Watch Dr. Hemphill speak about his work.


Dr. David Hemphill is a Professor in the Department of Equity, Leadership Studies, and Instructional Technologies (ELSIT) in the Graduate College of Education. He teaches the following courses: ISED 738 (Critical & Postmodern Pedagogies), ISED 740 (Education & Globalization: Issues in Comparative and International Education), ISED 748 (Culture, Cognition, and Power Issues in Education), ISED 797 (Research Methods in Education), and ISED 891 (Educational Practices in Transnational Spaces).

Prior to coming to the university he worked for ten years as a language teacher and program director in community-based organizations serving Asian immigrants in Oakland and San Francisco. He led the development of two Doctoral programs in Educational Leadership (one in collaboration with UC Berkeley, the other an independent CSU program), pioneered several international initiatives, and served as Associate Dean for Graduate Studies in the College of Education and Chair of the ELSIT Department. He is currently a faculty member in the ELSIT Department.

Dr. Hemphill's teaching and research interests include multicultural and international education, cultural studies in education, critical, postmodern and postcolonial theories of education, popular culture, adult education, literacy, second language acquisition, and educational research methods.

 Dr. Hemphill was the recipient of the Imogene Okes Award of the American Association for Adult, Alternative and Continuing Education [AAACE] Award. He is also a trombonist and arranger.

 

Education

  • A.B. 1971, University of California, Berkeley Political Science and Asian Languages
     
  • M.A. 1980, University of San Francisco, Bilingual Vocational Education
     
  • Ed.D. 1984, University of San Francisco, Educational Organization and Leadership

Chair, Dissertations Completed

Selected Publications

  • Hemphill, D. & Blakely, E. (In Press). English language learning in globalized third spaces: From monocultural standardization to hybridized translanguaging. In D. Macedo (Ed.), Decolonizing foreign language education. Boulder, CO: Paradigm Publishers.
  • Asera, R., Gabriner, R., & Hemphill, D (2017). Starting and Sustaining Educational Partnerships: Two Case Studies of Intersegmental Innovation in California. San Francisco: College Futures Foundation.
  • Asera, R., Gabriner, R., & Hemphill, D (2017). What Makes a Partnership Work? San Francisco: College Futures Foundation.
  • Lee, M.Y., Hemphill, D., & Perea, J. (2016). Teaching in transnational spaces: A short-term study abroad journey in China. In S. Guo (Ed.), Spotlight on China: Chinese education in the globalized world. Dordrecht, Netherlands: Sense Publishers.
  •  Hemphill, D. & Blakely, E. (2015). Language, nation, and identity in the classroom: Legacies of modernity and coloniality in Education. New York: Peter Lang Publishing.
  • Hemphill, D. (2014). An invitation to postocolonial pedagogy. The Journal of Pedagogies, Spring 2014. Tokyo, Japan: Chuo University. (In Japanese)
  • Celoria, D. & Hemphill, D. (2014). Coaching from the coaches’ perspective: A process-oriented focus. International Journal of Mentoring and Coaching in Education, 3(1), 72-85.
  • Lee, M.Y. , Hemphill, D. & Perea, J. (2014). Teaching transformation in the context of international and comparative education. In J. Wu, (Ed.). Internationalization of Higher Education. Guangzhou, China: South Normal China University Press. (Bilingual: Chinese & English).
  • Hemphill, D. & Leskowitz, S. (2013). DIY activists: Self-directed informal learning, communities of practice, and radical knowledge-sharing. Adult Education Quarterly, 63(1), February 2013, 57-77.
  • Hemphill, D. & Shao, L. (2012). Chinese volunteer teachers in Thailand: Training and support needed to establish a career in a new culture. Proceedings of the 8th Biennial Conference of the Comparative Education Society of Asia. Bangkok: Chulalongkorn University, 2012.
  • Lee, M.Y., Hemphill, D. & Perea, J. (2009). Teaching for transformation: Structured cross-cultural experience in a transnational context. Proceedings of the Adult Education Research Conference, 50, 212-217, 2009.
  • Appell, G. & Hemphill, D. (2006). American popular music: A multicultural history. New York: Thomson/Schirmer, 2006.
  • Ferrigno, J., Hemphill, D., & Lee, M.Y. (2005). Teaching for empowerment: Liberatory pedagogy, social change, and gender dynamics. Proceedings of the Adult Education Research Conference. Athens, GA: University of Georgia.
  • Hemphill, D. & Olmos, L. (2003). Postcolonial perspectives on reform and teacher education: North and south. The Review of Education/Pedagogy/Cultural Studies, 25(1), Winter 2003.
  • Hemphill, D. (2000). Incorporating postmodernist perspectives into adult education. In V. Sheared and P. Sissel (Eds.), Making space: Reframing theory and practice in adult education. New York: Greenwood Press.
  • Hemphill, D. (1999). The blues and the scientific method: Codified cultural schemas and understanding adult cognition from a multicultural perspective. Proceedings of the Adult Education Research Conference. Dekalb, IL: Northern Illinois University.
  •  Merrifield, J., Bingman, M.B., Hemphill, D., & Bennett deMarrais, K.P. (1997). Life at the margins: Literacy, language, and technology in everyday life. New York: Columbia University Teachers College Press.
  • Hemphill, D. (1996). Flexibility, innovation, and collaboration: A regional view of community-based organizations in adult education. Adult Learning, 7(6), 21-30.
  • Hemphill, D. (1996). Family literacy: Issues of culture, gender, and hidden curriculum. Proceedings of the Adult Education Research Conference. Tampa, FL: University of South Florida.
  • Hemphill, D. (1995). Media, technology, and literacy in immigrant and multicultural contexts. School of Education Review, 5, Spring 1995. San Francisco, CA: San Francisco State University.
  • Hemphill, D. (1994). Critical rationality from a cross-cultural perspective. Proceedings of the Adult Education Research Conference. Knoxville, TN: University of Tennessee, Knoxville, 1994.
  • Hemphill, D. (1993). Future directions for the field of adult education. Proceedings of the Commission of Professors of Adult Education.
  • Hemphill, D. & Tibbetts, J. (1993). The adult learner: Adult education instructor training guide. Washington, DC: Pelavin Associates and Office of Vocational and Adult Education (OVAE), U.S. Department of Education.
  • Hemphill, D. (1992). Thinking hard about culture in adult education: Not a trivial pursuit. Adult Learning. 3(7), May 1992, 8-12.
  • Valadez, G. & Hemphill, D. (1990). Uniting postmodern education in Europe and elsewhere: Consensus and caution. School of Education Review, 3, Spring 1991. San Francisco, CA: San Francisco State University.
  • "Making Sense to Teachers About Teaching." Adult Learning. May, 1990.
  • Hemphill, D., Pfaffenberger, B., & Hockman, B. (1989). The working culture, Book 1:Cross-cultural communication for new Americans; Book 2: Career Development for New Americans. New York: Prentice-Hall/Regents.
  • Savage, K.L., How, M., Yeung, L.S., & Hemphill, D. (1982). English that works: Integrated competency-based bilingual vocational ESL, Books I & II.  Chicago, IL: Scott, Foresman, and Company.