Diana is a fourth year PhD candidate at the Faculty of Education at Western Univeristy in London, Ontario, Canada. She is an Ontario Certified Teacher (OCT) who holds a Master’s Degree in Education, with a specialization in Educational Psychology and Special Education. Her research interests are centered upon examining epistemic issues, in education and psychology, particularly, examining the etiology of psychological classification, and the effects on those under study, specifically the notion of epistemological violence (Teo, 2011, 2010) in relation to gender, gender identity, sexual orientation, race, ability and mental health. She is also focused on engaging with critical, multi-methodological approaches to research including Foucauldian genealogy, case study, ethnography, narrative approaches, and bricolage (Kincheloe, 2001, 2005). Her doctoral research (in progress) aims to investigate the experience of activists and academics working to ‘trans-inform’ the clinical ‘gaze’, and to examine resistance within the ‘psy’ disciplines to critical, voice-informed scholarship (Tosh, 2015, 2016). She has twenty years combined experience working in mental health, education, and social services, and has developed and taught a wide array of courses at the post-secondary level. Diana also worked as a Research Assistant on Dr. Wayne Martino’s SSHRC funded study, Supporting transgender and gender minority youth in schools: Policy and practice. Diana serves on the advisory board for Sarnia Speaks, a public education forum focused on illuminating the voices of people who have experienced the marginalizing effects of stigma, homophobia and transphobia, racism, poverty, and trauma. Diana also serves as the book reviews editor for the Journal of Psychology, Gender and Trauma, and is a past board member of the Sexual Assault Survivor Centre Sarnia Lambton. To discuss ongoing research, please feel free to e-mail Diana at firstname.lastname@example.org
- Dr. Allen Pearson Award in Educational Leadership (2017)
- Ontario Graduate Scholarship (2016-2017, and 2015-2016)
- Waldemar Bebris OGS Donor Award (2016-2017)
Kuhl, D., & Martino, W., (2018). "Sissy" boys and the pathologization of gender non-conformity. In S. Talburt (Ed.), Youth Sexualities: Public feelings and contemporary cultural politics. Santa Barbara, CA: Praeger
Kuhl, D. (2016). [Review of the book, Psychology and gender dysphoria: Feminist and transgender perspectives by J. Tosh], Psychology of Women Section Review, 18(2), 94-96
Kuhl (2014). Voices Count: Employing a critical narrative research bricolage for insights into dyscalculia (unpublished master’s thesis), The University of Western Ontario, London, ON.
International Congress of Qualitative Inquiry (2018), Death of the Clinic: Trans-Informing the Clinical Gaze to Counter Epistemic Violence (accepted).
Invited University Lectures
- April 2018
- Qualitative Research Methodology PhD Course – Employing a bricolage approach to research
- April 2017
- Qualitative Research Methodology PhD Course, Understanding Epistemic Violence
- June 2015
- Faculty of Education Research Day, Approaches to Qualitative Data Analysis: Ethics of Eliciting and Representing Data