About me
How I can help you
My passion is to be a caring guide for others, pulling and pushing folks through the arduous hike up and over whichever mountain they are facing.
I can provide a rigorous level of accountability, expert advice, curated resources, and specific forms of mentoring and coaching to help you reach your goals.
In addition, I offer detailed editing to help nurture and develop your written work with an eye to enhancing your written voice and strengthening your message (academic or otherwise!).
I offer supportive and constructive feedback with a unique lens on the growth and development of your academic, personal, and professional writing. Success is possible. Attaining your educational and writing dreams is possible. I have been there; let me help.
My mission
To provide individually tailored support to empower students and faculty (especially those with marginalized identities) in academia via bespoke editing, individually tailored coaching and mentoring, as well as providing curated resources throughout all stages of the graduate school journey.
My vision
To assist folks (particularly those with marginalized identities) to embrace and enhance the power of their written work. To mentor and coach folks up and over that mountain; I will be your guide, helping you to reach that educational destination and achieve your writing and publishing dreams.
Publications
Books
Articles and essays
Daniels, E. (2020). Daylilies. Organizational Aesthetics, the Poetry of Organizing.
Daniels, E., & Thomas, H. (2020). Audre Lorde: Intersectionality and anti-racism work through poetry in a White small-town context. Organizational Aesthetics, the Poetry of Organizing.
Daniels, E. (2017, February). North Country School reflections. Childhood Explorer.
Daniels, E., & Squires, M. (2014). Action research as first year faculty: Exploring the path less taken. Networks: An Online Journal for Teacher Research, 16(2).
Daniels, E. (2011). Racial silences: Exploring and incorporating critical frameworks in the social studies. The Social Studies, 102(5), 211-220.
Book chapters
Daniels, E. (2016). Resistance to racism in the social studies: Reflections, pedagogies, and criticality. In H. Schnackenberg,
& B. Burnell, (Eds.), Best practices for educational professionals, (Vol. 2, pp. 137-154). Apple Academic Press.
Daniels, E. (2016). Ripples of change: Redefining democracy and fostering resistance in the classroom. In P. R. Carr, P. L. Thomas, B. Porfilio, & J. Gorlewski (Eds.), Democracy and decency: What does education have to do with it? (pp. 119-132). Information Age Publishing.
Daniels, E. (2013). APPR, solution or problem: A critical examination of Education Law §3012-c. In J. Gorlewski & B. Porfilio (Eds.), Left behind in the race to the top: Realities of school reform (pp. 23-36). Information Age Publishing.
Co-authored book chapters
Daniels, E., & Robinson, T. (2022). Servant leadership and spirituality: Perspectives on healing: Black Christian, Eastern, and Womanist insights. The Palgrave handbook of servant leadership (pp. 1-23). Palgrave.
DeLeon, A., & Daniels, E. (2011). Through the eyes of two teacher educators: Building alternatives to the gaze and surveillance mechanisms in teacher education. In C. Malott, & B. Porfilio (Eds.). Critical pedagogy in the 21st century: A new generation of scholars (pp. 335-347). Information Age Publishing.
Daniels, E., Harnischfeger, A., & Hos, R. (2010). Youth as active agents: Counter-narrating the source of reform. In N. Ares (Ed.), Youth-full productions: Youth cultural practices as resources (pp. 17-45). Peter Lang Publishers.
Book reviews
Daniels, E. (2014, July 11 th ). [Review of the book Pedagogy of commitment]. Teachers College Record, Online. Invited Review.
Daniels, E. (2010). [Review of the book Diversity and education: Teachers, teaching, and teacher education]. Educational Studies, 46(4), 438.
Daniels, E. (2009). [Review of the book Critical issues in education: An anthology of readings]. Educational Studies, 45(1), 95.
“I had the fire and the strength of the mountains in my bones”
– Cassie Chambers
(Hill Women: Finding Family and a Way Forward in the Appalachian Mountains)
My story
During the second year of my PhD program, I found myself in the Dominican Republic, walking into the ocean. I kept walking. I was experiencing impostor syndrome, mild depression, as well as emerging anxiety, and a wide range of disappointments and frustrations with the Ph.D. process.
I was under-supported financially by the university and by faculty in my department (with one exception), and I endured late nights, long commutes, single motherhood, very little income and high levels of debt, as well as the disdain of key individuals in leadership positions within the department. I had taught a class and encountered hostile students with no faculty support, as well as facing a legal challenge where the university sent a lawyer to speak against me in court over a misunderstanding about my research assistantship. I ended up in the hospital one day for a procedure and then attended class the next day and told the professor I was having a difficult time because I had just been in the hospital. She said nothing to me in response.
I not only felt alone; I WAS alone. Fortunately, I made some amazing friends who commiserated, and we co-created a supportive community. I realized the only thing I could do was to dig deeper, work harder, and push my way through as quickly as possible. I endured and I succeeded, keeping in mind that my education was creating a better future for my son. When I graduated in 2010, my goal was to become “Dr. Daniels” and NOT to become an arrogant ass.
In addition, as a result of my experiences, I wanted to help others who found themselves struggling or isolated during their writing and/or doctoral process. I knew it could be done better, so I decided to do it.