Roland Sintos Coloma

Assistant Professor, Sociology and Equity Studies in Education

Roland’s research and teaching focus on history, theory, and cultural studies; race, gender, and sexuality; transnationalism, empire, and diaspora. He is working on a book manuscript on the history of public school system in the Philippines under US colonial rule and on a SSHRC-funded research project on the history of Asian Canadian activism and social movements. He has also been paying attention to Ladlad, the LGBT political party in the Philippines and perhaps the only one of its kind in the world.Roland completed his PhD in Cultural Studies and Minor in African American Studies from The Ohio State University. He received his MA in Educational Administration and BA in Liberal Studies from the University of California at Riverside. Prior to joining the academe, he was a high school teacher, university administrator, and community organizer in the Los Angeles area.

Selected Publications

Coloma, Roland Sintos, Bonnie McElhinny, John Paul Catungal, Lisa Davidson,and Ethel Tungohan, eds. 2012.Filipinos in Canada: Disturbing Invisibility. Toronto: University of Toronto Press.

Coloma, Roland Sintos. 2011. “White gazes, brown breasts: Imperial feminism and disciplining desires and bodies in colonial encounters.” Paedagogica Historica: International Journal of the History if Education.

Coloma, Roland Sintos. 2011. “Who’s afraid of Foucault: History, theory, and becoming subjects.” History of Education Quarterly 51 (2): 184-210.

Coloma, Roland Sintos, ed. 2009. Postcolonial challenges in education. New York: Peter Lang.

Coloma, Roland Sintos. 2009. “Destiny has thrown the Negro and the Filipinounder the tutelage of America’: Race and curriculum in the age of empire.” Curriculum Inquiry 39 (4): 495-519.

Coloma, Roland Sintos. 2008. “Border crossing subjectivities and research:Through the prism of feminists of color.” Race Ethnicity and Education 11(1): 11-27.

Coloma, Roland Sintos. 2006. “Putting queer to work: Examining empire andeducation.” International Journal of Qualitative Studies in Education 19(5): 639-657