Celia Oyler, Ph.D., is the Vice Dean for Teacher Education and a former professor of Inclusive Education in the Department of Curriculum & Teaching, at Teachers College, Columbia University. Author of Actions Speak Louder than Words: Social Action as Curriculum (Routledge); Learning to Teach Inclusively: Student Teachers Classroom Inquiries (Erlbaum), and Making Room for Students: Sharing Teacher Authority in Room 104 (Teachers College Press) her research, teaching, and service are stimulated by the possibilities for classrooms to be cites of democratic dialogue, learner-centered inquiry, and critical inclusivity. Working in funded partnership with the New York City Department of Education, Celia co-founded and co-directed the Teachers College Inclusive Classrooms Project. Through this long-term professional development work, Celia collaborated with NYC public school educators to analyze and design pedagogies and structures for equity, access, full participation and belonging for all, building on educator, student, community and family assets.
As Vice Dean for Teacher Education, Celia provides collaborative, strategic leadership and advocacy for teacher education practice, policy and research at the College. She represents the College in city, state, and national partnerships, policy deliberations, and scholarly professional organizations. She partners with stakeholders across the College to enhance the vision for teacher education and raise funds for teacher education initiatives,
Celia conducts most of her research with classroom teachers and school leaders, publishing in various journals, including: Curriculum Inquiry; Journal of Teacher Education, Journal of Teacher Education and Special Education; Urban Education; Journal of Special Education and Remedial Education; Teachers College Record; Journal of Teaching and Teacher Education; Equity and Excellence in Education
Celia was co-founder and professor in the Elementary and Secondary Inclusive Teacher Education Programs, which received national attention, including being profiled as an exemplary by a Blue-Ribbon Panel testifying to the U.S. Congress (May, 2011) Preparing General Education Teachers to Improve Outcomes for Students with Disabilities, and also chosen as the model U.S. inclusive teacher education program for a Spencer Foundation funded study. Her research team has welcomed international scholars from around the world, including Turkey, Denmark, Pakistan, India, Korea, and China who come to study the innovative teacher preparation program.
Celia Oyler was a teacher for 15 years in Connecticut, Vermont, and Chicago where she worked as a special educator in self-contained and then inclusive rural and urban classrooms. She obtained her Ph.D. in Curriculum Theory and Design from the University of Illinois-Chicago in 1993. Dr Oyler has been a visiting professor of inclusive education at the University of Edinburgh, Scotland and the Universities of Alberta and Manitoba, Canada. Additionally, she has served as a consultant on inclusive teacher education across many of the United States, and in various international contexts including: Jordan; Guatemala; Lebanon; Japan; and Mongolia.