Rhizome Watercolor Fall 2016

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

2024 — Associate Professor with tenure, Qualitative Research Program, Department of Lifelong Education, Administration, and Policy

2019 — 2024 Assistant Professor, Qualitative Research Program, Department of Lifelong Education, Administration, and Policy

RESEARCH INTERESTS

The theory, pedagogy, and practice of qualitative inquiry. Specifically:

  1. Expanding questions of equity and justice in higher education contexts;

  2. Exploring the generative potential of sonic, visual, and artful methodologies;

  3. Furthering approaches to qualitative research designs through applying posthuman, feminist, and critical materialist philosophies; and

  4. Providing leadership in approaches to qualitative pedagogy.

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., Guyotte, K.W., & Coogler, C.H. (accepted). Introduction to special issue: Enacting artful politics. International Review of Qualitative Research.

Flint, M., Willis, K., Pless, J., Green, J., Williams, A, Gemar, C., Copelan, L., Silveira, V., & Isome, B. (accepted). Collaging awakening and resistance with/in artful inquiry. Qualitative Inquiry. Special Issue: Artful Inquiry

Guyotte, K.W., Coogler, C.H., & Flint, M. (accepted). Introduction to special issue: Inquiring artfully: Provoking possibilities with/through/for qualitative encounters. Qualitative Inquiry.

Flint, M. (2024). “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, 39(1b), 51-64.  https://journal.jctonline.org/index.php/jct/article/view/1229

Flint, M. & Wang, Y. (2024). Artful diffractions: (En)tangling with reflexivity and new materialist philosophy. Art/Research International. https://journals.library.ualberta.ca/ari/index.php/ari/article/view/29734/22123

Eaton, P.W., Flint, M., Smithers, L.E. (2024). Critical inquiry in and against twenty-first century authoritarian times. Cultural Studies <=> Critical Methodologies, 24(5), 331–342. https://doi.org/10.1177/15327086241246025

Tang, Y. Wieling, E., & Flint, M. (2024). 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, 35(2), 198-226. https://doi.org/10.1080/2692398X.2023.2243570

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(7), 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

Toledo, W., Flint, M.[1], Sharkey, C., McCollum, S., Cottrell, A., Ferrari, B.A., Paseda, O., Mitchell, N. (2023). Building community through feminist collectivity: Being and becoming women in academia. Gender and Education, 35(4), 365-383. 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

Smithers, L.E., Eaton, P.W., & Flint, M. (second revise and resubmit). Administrative life in the time before catastrophe: Affect and the codependence of data and fear. Critical Studies in Education.

Freeman, M., Flint, M., Biron, J., Dazzo, G., Hanawalt, C., Harman, R., Lee, K., Matlock, A., Melcher, K., & Nicolaides, A. (revise and resubmit, under review). The slow aesthetic pulse of emptiness. Philosophy and Theory in Higher Education.

Flint, M., McLelland, L., & Kouaho, J.E. (revise and resubmit). ‘It takes time’: Examining the pedagogical implications of intergroup dialogue. College Teaching.

Flint, M. (under review). Sonic methodologies. Routledge Encyclopedia of Qualitative Methods.

Flint, M., & Deaton, A. (under review). How to be an explorer of the world: Creative and artful provocations for teaching qualitative research methods. Teaching in Higher Education.

Willis, K., & Flint, M. (abstract accepted). Wholeness is no trifling matter: Rest as radical qualitative pedagogy. Departures in Critical Qualitative Research (DCQR). Special Issue: Pedagogies for animating critical qualitative inquiry.

RECENT BOOK CHAPTERS

Flint, M.  (forthcoming). Paper portrait. In J. de Meyer & A. Kaminska (Ed.)., Paperology. Thresholds. https://openthresholds-dev.onrender.com/issue/paperology#flint

Flint, M. & Charlemagne, D. (accepted). Invoking Ezili (or ride, Ezili, ride): Tracing de/anti/colonial hauntings in the social studies. In B. Varga (Eds)., The Hauntological Social Studies: More-Than-Human Deviances, Imbrications, and Proliferations of Possibility. Springer.

Flint, M. & Perry, S. (2024). Engaging relationality, multiplicity, and wonder: Artmaking as analysis. In K. Guyotte, J. Wolgemuth, & S.A. Shelton (Eds.)., Expanding Approaches to Thematic Analysis. Routledge. https://doi.org/10.4324/9781003389149-15

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 published journal article)

Alvarez-Hernandez, L., & Flint, M. (2024). Epistemological weaving: Writing and making sense of qualitative research with Gloria Anzaldúa. (pp. 76-89). In N. Changfoot, C. Rice and E. Chandler (Eds.). Rethinking artful politics: Bodies of difference remaking body worlds. MDPI Books. (reprint of published 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 published 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