Candace R. Kuby

Candace R. Kuby is a Professor of Learning, Teaching and Curriculum at the University of Missouri, where she also serves as the Associate Provost for Faculty Affairs. Her work bridges early childhood education, literacy development, and innovative qualitative research methodologies.

Her research centers on the emergence of literacies in young children through artistic and digital tools, and she explores pedagogical approaches informed by poststructural and posthumanist philosophies. Key areas of expertise include:

• Critical and multimodal literacies in early childhood
• Speculative and inventive methodologies in qualitative inquiry
• Disrupting traditional research paradigms in education
• Feminist, narrative, and critical approaches to curriculum

While specific article titles are not listed, her scholarly work appears in leading journals such as Qualitative Inquiry, International Journal of Qualitative Studies in Education, Journal of Early Childhood Literacy, Journal of Literacy Research, Cultural Studies ← → Critical Methodologies, Literacy, and Language Arts. Her publications reflect a strong trajectory in reimagining how children engage with literacy and how researchers conceptualize inquiry.

Dr. Kuby is the author and co-editor of several foundational books in the field, including Speculative Pedagogies of Qualitative Inquiry (2020), Posthumanism and Literacy Education (2019), Go Be a Writer! (2016), Disrupting Qualitative Inquiry (2014), and Critical Literacy in the Early Childhood Classroom (2013). These works collectively advance transformative approaches to teaching, learning, and research.

She mentors graduate students in curriculum and qualitative methods, though specific advisees are not named. Her leadership as Associate Provost underscores her institutional impact on faculty development and academic policy. She has not received any explicitly mentioned scientific awards.

Dr. Kuby’s work is closely tied to theoretical and pedagogical innovation, particularly through interdisciplinary collaborations that challenge anthropocentric views of learning. Her scholarship contributes to evolving educational paradigms that embrace uncertainty, materiality, and affect in literacy and inquiry.