EDUCATION
The University of Alabama, Tuscaloosa AL
PhD, Educational Research, May 2019
MA, Higher Education Administration, 2014
Pratt Institute, Brooklyn NY
BFA, Fashion Design, 2011
PROFESSIONAL APPOINTMENT
The University of Georgia, Athens, GA
2019 — Assistant Professor, Qualitative Research Program, Department of Lifelong Education, Administration, and Policy
REFEREED JOURNAL ARTICLES
Recent published and forthcoming
underlined names indicate graduate student co-authors at time of writing
Flint, M., Adams, J., Dodd, K., Johnson, M., Simmons Lee, T., Mitchell, N., & Grinnage, D. (accepted). Dear theory and other stories: Dis/uncovering our relationship to theory through reading. International Review of Qualitative Research. Special Issue: Scholarly Reading Practices
Flint, M. (2023). Sounded histor-futurit-ies: Imagining posthuman possibilities of race and place in qualitative research. International Journal of Qualitative Studies in Education, 36(4), 672-288. https://doi.org/10.1080/09518398.2021.1885071
Flint, M., Eaton, P., & Smithers, L. (2023). (Navigating-circling-un/doing)~post-qualitative inquiry: A collective biography. Qualitative Inquiry, 29(6), 686-697. https://doi.org/10.1177/10778004221126699
Flint, M., Kilgo, C.A., Emslie, K., & Bennett, L.A. (2023). The nexus of trans collegians’ pronouns and name practices navigating campus space(s): Beyond the binary. Journal of Diversity in Higher Education, 16(4), 471-485. https://doi.org/10.1037/dhe0000349
Alvarez-Hernandez, L., & Flint, M. (2023). Epistemological weaving: Writing and making sense of qualitative research with Gloria Anzaldúa. Social Sciences, 12(408). https://www.mdpi.com/2076-0760/12/7/408/pdf
Guyotte, K.W., Coogler, C.H., & Flint, M. (2023). I am with you: Artful (k)nottings in/with qualitative pedagogy. Journal of Curriculum and Pedagogy, 20(2), 117-141. https://doi.org/10.1080/15505170.2021.2004955
Tang, Y., Wieling, E., & Flint, M. (2023, online first). Systemic understandings of Chinese international doctoral students’ stress-coping processes and family dynamics during the COVID-19 pandemic in the United States. International Journal of Systemic Therapy. https://doi.org/10.1080/2692398X.2023.2243570
Toledo, W., Flint, M., Sharkey, C., McCollum, S., Cottrell, A., Ferrari, B.A., Paseda, O., Mitchell, N. (2023, online first). Building community through feminist collectivity: Being and becoming women in academia. Gender and Education. https://doi.org/10.1080/09540253.2023.2193208
Flint, M. (2022). More-than-human methodologies in qualitative research: Listening to the leafblower. Qualitative Research, 22(4), 521-541. https://doi.org/10.1177/1468794121999028
Flint, M., Cannon, S. O., & Toledo, W. (2022). Introduction to thought in motion: Erin Manning’s imperatives and qualitative inquiry. Reconceptualizing Educational Research Methodology, 13(3). https://doi.org/10.7577/rerm.5140
Flint, M., Melchior, S.W., Guyotte, K.W., & Shelton, S.A. (2022). Spinning futures: Interrogating feminist pedagogy and methodology with speculative fiction. Cultural Studies ó Critical Methodologies. 22(2), 122-131. https://doi.org/10.1177/15327086211052666
Flint, M. & Toledo, W. (2022). Making good trouble: Seeking just relations through critical inquiry. International Review of Qualitative Research, 14(4), 728-749. https://doi.org/10.1177/19408447211012649
Tang, Y., & Flint, M. (2022). Buffering or perpetuating: Exploring the role of academic institutions in Chinese international doctoral students’ double pandemic experiences in the United States. Journal of Comparative and International Higher Education, 14(3a). https://doi.org/10.32674/jcihe.v14i3a.4244
Flint, M. (2021). Racialized retellings: (Un)ma(r)king space and place on college campuses. Critical Studies in Education. 62(5), 559-574. https://10.1080/17508487.2021.1877756
Flint, M., & Coogler, C.H. (2021). ‘Damn Deleuze’: Unexpected artefacts of reading together. Taboo: The Journal of Culture and Education, 20(3), 98-117. https://digitalscholarship.unlv.edu/taboo/vol20/iss3/7
Flint, M., & Toledo, W. (2021). Beyond the visual: Artful inquiry in higher education journals 2000—2020. Review of Higher Education, 45(2), 239-265. https://doi.org/10.1353/rhe.2021.0022
Cannon, S. O., & Flint, M. (2021). Measuring monsters, academic subjectivities, and counting practices. Matter: Journal of New Materialist Research, 2(1), 76-98. https://doi.org/10.1344/jnmr.v2i1.33375
Cannon, S. O., & Flint, M. (2021). Drift and desire: Defamiliarizing academic subjectivities. Inscriptions, 4(1), Art 89. pp. 8. https://www.tankebanen.no/inscriptions/index.php/inscriptions/article/view/89
Guyotte, K.W., & Flint, M. (2021). Pedagogical impasses: Posthuman inquiry in exhaustive times. Qualitative Inquiry, 6(21), 639-649. https://doi.org/10.1177/1077800420948167
Guyotte, K.W., Flint, M., & Latopolski, K. (2021). Cartographies of belonging: Mapping nomadic narratives of first-year students. Critical Studies in Education, 62(5), 542-558. https://doi.org/10.1080/17508487.2019.1657160
Guyotte, K.W., Flint, M., & Shelton, S.A. (2021). Giving up as willful feminist practice. Gender and Education, 32(2), 202-216. https://doi.org/10.1080/09540253.2020.1743821
Shelton, S.A., & Flint, M. (2021). Dichotomies of method and practice: A review of literature on transcription. Qualitative Research Journal, 21(2), 177-188. https://doi.org/10.1108/QRJ-05-2020-0046
Under review/revise and resubmit
Flint, M. (revise and resubmit). “You don’t want to sound like you’re from Alabama”: Infrasounds of place and race in student narratives of the South. Journal of Curriculum Theorizing. Special Issue: Sound Trauma
Flint, M. (under review). Hospicing philosophy: A parable of transition and care. Philosophy and Education.
Flint, M. (under review). Sonic methodologies. Routledge Encyclopedia of Qualitative Methods.
Flint, M. & Wang, Y. (under review). Artful diffractions: (En)tangling with reflexivity and new materialist philosophy. Art/Research International.
Smithers, L.E., Eaton, P.W., & Flint, M. (under review). Administrative life in the time before catastrophe: Affect and the codependence of data and fear. Critical Studies in Education.
Flint, M., Willis, K., Copelan, L., Gemar, C., Green, J., Isome, B., Pless, J., Silveria, V., & Williams, A. (abstract under review). Collaging awakening and resistance with/in artful inquiry. Qualitative Inquiry. Special Issue: Artful Inquiry
*Flint, M. & Charlemagne, D. (invited manuscript). Title Forthcoming. In Varga, B. (Eds)., The Hauntological Social Studies.
RECENT BOOK CHAPTERS
Flint, M. & Perry, S. (accepted). Engaging relationality, multiplicity, and wonder: Artmaking as analysis. In Guyotte, K., Wolgemuth, J., Shelton, S.A. (Eds.)., Expanding Approaches to Thematic Analysis. Routledge.
Flint, M. (2024). Racialized retellings: (Un)ma(r)king space and place on college campuses. In R. Raaper (Eds.). Contemporary dynamics of student experience and belonging in higher education. Routledge. [reprint of peer-reviewed journal article]
Guyotte, K.W., Flint, M., & Latopolski, K. (2024). Cartographies of belonging: Mapping nomadic narratives of first-year students. In R. Raaper (Eds.). Contemporary dynamics of student experience and belonging in higher education. Routledge. [reprint of peer-reviewed journal article]
Guyotte, K.W., Shelton, S.A., & Flint, M. (2023). Feminist pedagogies: Careful(l) ethics in teaching qualitative research methods. In M. Nind (Eds.), Handbook of Teaching and Learning Social Research Methods. (pp. 27-31). Edward Elgar Publishing. https://doi.org/10.4337/9781800884274.00011
Flint, M. & Tate, M. (2023). Cartographic accounts: Qualitatively mapping with Braidotti. In K. Roulston (Ed.). Questions for questioners: Inventive approaches to qualitative interviews (pp. 87-107). Myers Education Press
Roulston, K. & Flint, M. (2023). Go-alongs, walking interviews and mobile methods. In K. Roulston (Ed.). Questions for questioners: Inventive approaches to qualitative interviews (pp. 195-214). Myers Education Press.
Flint, M., Shiver, M., & Whyte, R. (2022). Composing place: Creating participatory sound portraits and compilations. In S. Woodland & W. Vachon (Eds.). Sonic engagement: The ethics and aesthetics of community engaged audio practice. (pp. 82-102). Routledge. https://doi.org/10.4324/9781003164227-9
Melchior, S.W., Flint, M., Shelton, S.A., & Guyotte, K.W. (2022). The past is never past is never past. In D. Conrad & S. Wiebe (Eds). Educational fabulations: Teaching and Learning for a World Yet to Come. (pp. 159-170). Palgrave. https://doi.org/10.1007/978-3-030-93827-7_14
*Flint, M. & Cannon, S. O. (2022). Becoming feminist swarm: Inquiring mentorship methodologically together. In K.W. Guyotte & J. Wolgemuth (Eds.), Philosophical Mentoring in Qualitative Research: Collaborating and Inquiring Together. (pp. 16-35). Routledge. https://doi.org/10.4324/9781003022558-3
RECENT SELECTED AWARDS
2023
D. Keith Osborne Faculty Senate Excellence in Teaching Award, Mary Frances Early College of Education (MFECOE), University of Georgia
2021
Lilly Teaching Fellowship, University of Georgia
40 under 40 Award, College of Education, University of Alabama
2020
Illinois Qualitative Dissertation Award, Experimental Category, ICQI
Outstanding Dissertation Award, Qualitative Research SIG, AERA