Petra Munro Hendry
St. Bernard Chapter of the LSU Alumni Association Endowed Professor
Bachelor's Degree(s): History, University of Illinois, Urbana-Champaign, 1980
Master's Degree: Education, University of Illinois, Urbana-Champaign, 1988
PhD: Teacher Education, University of Oregon, Eugene, 1991
Phone: (225) 578-2352
Fax: (225) 578-9135
Office: 121C Peabody Hall
Petra Munro Hendry is the St. Bernard Chapter of the LSU Alumni Association Endowed Professor in the College of Education. Since 1991, she has been at LSU, where she teaches courses in Curriculum Theory,Curriculum History, Oral History Methodology and Gender Studies. She is the co-director of the Curriculum Theory Project (CTP), an interdisciplinary research initiative which endeavors to understand education practice and reform within a broad social, political and cultural framework. Her scholarship examines the role of narrative in the construction of curriculum history, educational research and teachers' life histories. She is the author of five books and is currently completing research on her next project which draws on creolization theory to examine the history of education in Louisiana from 1719-1860.
Awards & Honors
Lifetime Achievement Award, American Educational Research Association, Division B, 2016Woest Fellow in the Arts & Humanities, Historic New Orleans Collection, 2014
Distinguished Faculty Research Award, College of Human Sciences and Education, LSU, 2013
Melacon, K. & Hendry, P.M. (2015). ‘Listen to the Voice of Reason’: The New Orleans Tribune as Advocate for Public Integrated Education 1864-1870. History of Education, 44 (3). 293-315.
Hendry, P.M. and Winnfield, A. (2013). Bringing out the Dead: Curriculum History as Memory. Journal of Curriculum Theorizing, 29 (1), 1-35.
Olson-Beal, H & Hendry, P.M. (2012). The Ironies of School Choice: Empowering Parents and Reconceptualizing Public Education. American Journal of Education, 18 (4). Pp.521-550.
Hendry, P. (2011). Engendering Curriculum History. New York: Routledge.
Hendry,P. & Edwards, J. (2009). Old South Baton Rouge: Roots of Hope. Lafayette, LA:
Center for Louisiana Studies.
Hendry, P.M. (2010). Narrative as Inquiry. The Journal of Educational Research, 103 (2), pp. 72-81.
Hendry, P.M., Solomon, M., Choate, L., Autrey, P. and Landry, J. (2010). Midlife Women’s Negotiations
of Barriers to and Facilitators to Physical Activity: Implications for Counselors. Adult Span Journal, 9,
Reflections on Advocacy and Ethics in Educational Research. (Chair) Symposium presented at the American Anthropological Association. New Orleans, LA., Nov, 2010.
Reflections and Directions: Poststructural Feminisms in Theory and Research. Paper presented at the Conference of Curriculum Theory and Practice. Dayton, OH., Oct. 2010.
New Curriculum Histories: Theoretical Perspectives and Ideological Excavations. Paper presented at the Conference of Curriculum Theory and Practice. Dayton, OH., Oct. 2010.
Narrative as Inquiry. In J. Kim and M. Latta (Chairs) “Narrative Inquiry: Seeking Relations as Modes of Interactions.” Symposium presented at the American Education Research Association, Denver, CO., May, 2010.
The unmaking of a culture of mediocrity: An ethnographic case study of secondary school reform. Paper presented at the Mid-South Educational Research Association, Baton Rouge, LA. October, 2009.
Selected Grants/Funded Projects
Rethinking the Enlightenment: French, Feminist Intellectual Traditions in Colonial Louisiana. ($2,000). 2010, Center for French and Francophone Studies, Louisiana State University.
The Last Lost Cause: Public Education in Louisiana, ($48,628), 2009, Regents Awards to Louisiana Artists and Scholars.