Research Interests
Philosophy of education, moral and spiritual dimensions of education, epistemology and education, education and popular/digital culture, psychoanalytic & Buddhist thought in education, and the cultural, philosophic, and spiritual foundations of leadership.  

"My concern here is the need for humanization of the school environment, especially those schools in economically poor communities. Unfortunately, for many children growing up in economically poor neighborhoods, the labels “poor,” “minority,” “special needs,” have become the outward symbols of internalized oppression that weighs heavily upon the child’s sense of self and their relationship with the world in which they live.

"Labeling, Schooling & Play" (unpublished manuscript for review):

"If it is the case that writing can play tricks on us, then what can we learn from this? What is the pedagogy of a trickster? Indeed, what do we ask of our writing? What do we want our writing to do? How does our writing en-frame us, situate us in the world? Reveal who we are, with regard to: identity, race, sexuality? And what about power? If our writing has power, then where is the locus/focus of that power?

Syllabus for:

"Writing: Philosophic, Political, Pedagogical" (New experimental doctoral course) WritingPhilosEducation.html

Excerpts from selected articles, chapters and book reviews by Glenn:

"Revolutionary leadership emerges from the group, as embodied, as authentic, and where its stance is one of returning to the community its memory of itself—as a mode of disclosure—as that space where the community can affirm and confront, within tolerable limits, the limit-situations of its existence" (2007).

"Leadership-With: A Spiritual Perspective on Professional & Revolutionary Leadership in a Digital Culture", Keeping the Promise: Essays on Leadership, Democracy, and Education, Dennis Carlson & C.P. Gause (eds.) (2007)

"No narrative exists in a vacuum. Indeed, it is the friendships that are made, the alliances that are formed, the actions pursued in struggle, that are reasons for telling these stories. At issue are the politics of labeling and the attendant practices of segregation that are hurtful to all and especially to children. As such, our struggle is to break down the walls of segregation everywhere and develop a language of empathy, compassion, and understanding that enables students to grasp the complex diversity of our society" (2006).

"A Suburban Tale: Representation and Segregation in Special Needs Education", The Institution of Education, H. Svi Shapiro, Kathe Latham & Sabrina N. Ross (eds.) (2006)

"We live in an age of "transformation" where freedom to transform ourselves has become a cultural preoccupation at the expense of justice. As such, it is no mere coincidence that "transformation" should also become a prominent conceptual feature of leadership theory" (2005).

"The Inner Life of Transformation: A Philosophic Investigation of Leadership, Media, Justice, and Freedom", Journal of School Leadership (May 2005)

"For Ulanov the essential thing is to seek therapy to work through the gap, to find the space to encounter God. For Caputo, therapy has its place, but the gap remains, like the Cross of Jesus" (2003)

"Finding Space-Surviving the Gaps: An Essay Review", Journal of Religion & Health (2003)

 

"And if you are sure that you are a guide to the blind, a corrector of the foolish, a teacher of children, having in the Law the embodiment of knowledge and truth, you, then, that teach others, will you not teach yourself?" Romans 2: 19-21, New Oxford Annotated Bible (NSRV) (2001).

"Addicting Epistemologies?," Labeling: Pedagogy and Politics, Glenn M. Hudak and Paul Kihn (eds.), (2001)

"The chapter concludes by positing a conceptual bridge linking the formation of speech codes t the microlevel of the classroom and speech codes produced at the macrolevel of mass media: the media-schooling couplet" (1995).

"Popular Media, Socialization & Speech Codes in Education: The Media-Schooling Couplet," in Knowledge and Pedagogy: The Sociology of Basil Bernstein, Alan Sadovnik (ed.) (1995)

And Basil Bernstein's response to "Media-Schooling Couplet":

"Yet surely the very excitement of Hudak's chapter springs from the very broad brush strokes which open a new research horizon" (1995).

In Knowledge and Pedagogy: The Sociology of Basil Bernstein, Alan Sadovnik (ed.) (1995)

 

"The strategies of stardom and displacement indicate the different ways these boys negotiate power relations within and through the margins. Neither monolithic nor static, the margins become both site and 'technology' in the formation of one's racial identity." (1992).

Technologies of Marginality: Strategies of Stardom and Displacement in Adolescent Life (1992)