Ohio University

Charles Lowery

Charles Lowery Profile Picture
Associate Professor
Educational Studies
McCracken Hall 302C

Charles L. Lowery holds the B.A. in Spanish from the University of Texas at Tyler. He holds the M.Ed. in Educational Administration from Stephen F. Austin State University where he also earned the Ed.D. in Educational Leadership. Additionally, he holds the M.S. in Instructional Design and Technology from Walden University. Dr. Lowery teaches courses in the principal preparation program with a focus on the leadership theory, personnel administration, and data gathering. He also teaches in the educational leadership doctoral program. His major research interests include moral literacy in leadership and spiritual metaphors of leadership for P20 educational settings. As well, his study focuses on the identity of the scholar-practitioner educational leader as a moral agent of democracy, justice, care, and critique.

Research, Engagement, and Outreach interests: Moral Democratic Agency of School Leaders; Transformational Leadership; Qualitative Research Methods. 

Most Recent Publications:

Lowery, C. L. (2019). Moral literacy and school leaders: Perceptions of principals in southeast Ohio on the ethics of decision-making. Journal of Educational Administration,

Lowery, C. L., Hartman, C., Elasky, B., Cell, A., Hawk, R., Elmore-Clark, K., Kennedy, M. K., & Kroeger, G. (2019). Creating active and reflective educators through CARE: A PDS partnership between Federal Hocking Local Schools and OHIO University. School-University Partnerships, 12(1), 1-6.

Collins, J., Hess, M. E., & Lowery, C. L. (2019). Democratic spaces: How teachers establish and sustain democracy and education in their classrooms. Democracy & Education, 27(1), 1-12.

Fewell, C., Hess, M. E., & Lowery, C. L. (2019). Twenty years in the trenches: A fight for equitable and adequate school funding in Ohio. Journal of Research Initiatives, 4(2), art. 7. https://digitalcommons.uncfsu.edu/jri/vol4/iss2/7/

Hess, M. E., Lowery, C. L., Olad, R., *Fewell, C., *Kondrit, T., & *Yeager, S. (2019). Resettled Somali Muslim parents’ perceptions of school-community relations. In H. Tran, D. Smith, & D. Buckman (Eds.), Improving Education through Multi-level Community Relations and Engagement (pp. 77-98). Lanham, MD: Rowman & Littlefield.

Lowery, C. L., & Fewell, C. (2019). Civic efficiency as a democratic ideal: Social renewal through Dewey’s continuous, integrated education. In C. L. Lowery & P. M. Jenlink (Eds.), The Handbook of Dewey’s Educational Theory and Practice. Boston, MA: Brill-Sense.

 Lowery, C. (2019). Multimedia learning for a new generation of educators. In P. M. Jenlink (Ed.), Multimedia Learning Theory: Preparing for the New Generation of Students (pp. 69-84). Lanham, MD: Rowman & Littlefield.

Lowery, C. L. (2018). An autoethnography of culturally relevant leadership as moral practice: Lived experiences through a scholar-practitioner lens. The Qualitative Report, 23(12), 3036-3053.

Lowery, C. L., Hess, M. E., Hartman, S., Kennedy, C., & Mazid, I. (2018). Establishing partnership spaces: Reflections of educational leaders on founding Professional Development Schools. Educational Leadership Review, 19(1), 92-110.

Lowery, C. L., & Abbott, T. (2018). Developing moral literacy by reflecting on leadership values: A scholar–practitioner collaborative inquiry. Journal of Authentic Leadership in Education, 5(4), 1-10.

Gautam, C., Alford, B., & Lowery, C. L. (2018). Local control of education challenges and opportunities: Stories of successful high need school leadership in Nepal. In I. del Arco Bravo & P. Silva (Eds.), Tendencias nacionales e internationales en organización educativa: Entre la estabilidad y el cambio (pp. 450-464). Madrid, Spain: Wolters Kluwer.

Akinola, T., & Lowery, C. L. (2018). The question of ecological injustice, interventions, and sustainability: The role of transnational educational leaders. The African Symposium, 17(1), 6-24.

Lowery, C. L., & Akinola, T. (2017). A scholar-practitioner construct in transnational education: Social justice issues for school leadership in Nigeria. The African Symposium, 16(1), 50-62.

Lowery, C. L., Gautam, C., Hess, M. E., & Mays, C. (2017). Rural superintendents as political agents: Grassroots advocacy in Appalachian districts of southeast Ohio. Journal of Research Initiatives, 3(1), art. 4. https://digitalcommons.uncfsu.edu/jri/vol3/iss1/

Lowery, C. L. (2017). Common sense and scientific interpretation of cultural relevance. Teacher Education and Practice, 30(3), 462-486.

Gautam, C., & Lowery, C. L. (2017). Teaching moral literacy through critical pedagogical bricolage: A co-constructed auto-ethnography of an educational leadership program. The Qualitative Report, 22(1), 160-178.

 Lowery, C. L. (2017). Deve­­lopment of the scholar–practitioner identity through selected pieces by Picasso: A critical aesthetic inquiry. Creative Approaches to Research, 10(1), 6-20.

Lowery, C. L., & Walker, A. (2017). The scholarly practice of spoken word: A critical inquiry into the representations in urban Black performance poetry. Radical Pedagogy, 14(2).

Lowery, C. L. (2017). Lived experiences as quantum realities: Valuing the development of the scholar-practitioner identity. In A. Walker, C. Lowery, & C. Thomas (Eds.), Quantum Realities: Educational Truth telling in an Era of Alternative Facts (pp. 123-140). Dubuque, IA: Kendall-Hunt.

Lowery, C. L. (2017). Educational truth-telling in a moment of alternative facts. In A. Walker, C. Lowery, & C. Thomas (Eds.), Quantum Realities: Educational Truth telling in an Era of Alternative Facts (pp. 7-16). Dubuque, IA: Kendall-Hunt.

Lowery, C. L. (2016). Dewey’s educational values for teacher practice in the 21st century. Teacher Education and Practice, 29(3), 531-544.

Lowery, C. L. (2016). A poetics of selflessness: Moral dispositions in conceptualizing scholar–practitioner models of leadership. Scholar-Practitioner Quarterly, 10(3-4), 125-136.

Gautam, C., Lowery, C. L., Mays, C. D., & Durant, D. G. (2016). Challenges for global learners at a small-town university: A qualitative study of the concerns and difficulties of international students. Journal of International Students, 6(2), 500-525.

Lowery, C. L. (2016). Critical transnational pedagogy (CTP): Toward a critical theory of transnational education and learning. In E. Jean-François (Ed.), Perspective on transnational higher education (pp. 55-74). Rotterdam, The Netherlands: Sense.

Lowery, C. (2016). Race to de-democratization: The militarization, commodification, and hyper-politicization of education. In C. Lowery, A. Walker, & C. Thomas (Eds.), Un-democratic acts: Departures for dialogues in schools and society (pp. 8-22). Rotterdam, The Netherlands: Sense.

Lowery, C., Walker, A., & Thomas, C. (Eds.) (2016). Un-democratic acts: Departures for dialogues in schools and society. Rotterdam, The Netherlands: Sense.

Lowery, C. L. (2016). Dewey’s educational values for teacher practice in the 21st century. Teacher Education and Practice, 29(3), 531-544.

Gautam, C. N., Lowery, C. L., Mays, C. D., & Durant, D. G. (2016). Challenges for global learners at a small town university: A qualitative study of the concerns and difficulties of international students. Journal of International Students, 6(2), 500-525.

Lowery, C. L. (2016). The scholar–practitioner ideal: Toward a socially just educational administration for the 21st century. Journal of School Leadership, 26(1), 34-60.

Lowery, C. L. (2015). The Time of the Brave mask: An arts-based analysis of a metaphor for racial identity/invisibility in U.S. schools. In C. Lowery, A. Walker, C. Hernandez, & C. Thomas (Eds.), Un-American Acts: Voices from Within. Rotterdam, The Netherlands: Sense.

Lowery, C., Walker, A., Hernandez, C., & Thomas, C. (Eds.). (2015). Un-American acts: Voices from within. Rotterdam, The Netherlands: Sense.

Lowery, C. L. (2015). Critical transnational pedagogy (CTP): Toward a critical theory of transnational education and learning. In E. Jean-François (Ed.), Perspective on Transnational Higher Education. Rotterdam, The Netherlands: Sense.

Lowery, C. L., Gautam, C., & Mays, C. D. (2015). The Buddha metaphor: The teacher-seeker, the wheel-turner, the scholar-practitioner. Scholar–Practitioner Quarterly, 8(2), 109-125.

Lowery, C. L., Walker, A., Gautam, C. N., & Mays, C. D. (2015). DPPE and the scholar-practitioner: Accountability through care, collaboration, criticality, and commitment. In P. Tenuto (Ed.), Renewed Accountability for Access and Excellence: Applying a Model for Democratic Professional Practice in Education (pp. 261-278). Lanham, MD: Lexington Books.

Lowery, C. L. (2014). Faith, humility, and hope: Freire’s critical consciousness for repairing the world. Scholar–Practitioner Quarterly, 7(2), 125-136.

Lowery, C. L. (2013). Preserving the democratic platform: An educational leadership for all. Scholar– Practitioner Quarterly, 6(3), 219-231.