David Hemphill

picture of David Hemphill
Office Information: 
Burk Hall
Room Number: 

Dr. Hemphill's teaching and research interests include multicultural and international education, cultural studies in education, critical, postmodern and postcolonial theories of education, popular culture, adult education, literacy, second language acquisition, and educational research methods. Prior to coming to the university he worked for ten years as a language teacher and program director in community-based organizations serving Asian immigrants in Oakland and San Francisco. He teaches the following courses: ISED 738 (Critical & Postmodern Pedagogies), ISED 740 (Education & Globalization: Issues in Comparative and International Education), and ISED 748 (Culture, Cognition, and Power Issues in Education). He led the development of two Doctoral programs in Educational Leadership (one in collaboration with UC Berkeley, the other an independent CSU program), pioneered several international initiatives, and served as Associate Dean for Graduate Studies in the College of Education and Chair of the Department of Equity, Leadership Studies, and Instructional Technologies (ELSIT). He is currently a faculty member in the ELSIT Department.

Dr. Hemphill is also a trombonist and musical arranger.

You can watch Dr. Hemphill talk about his work and teaching on this link:

YouTube Video - About Dr. David Hemphill

Educational Background:

  • A.B., 1971, University of California, Berkeley, Political Science and Asian Languages
  • M.A., 1980, University of San Francisco, Bilingual Vocational Education
  • Ed.D., 1984, University of San Francisco, Educational Organization and Leadership

Selected Publications:

  • Hemphill, D. & Blakely, E. (In Press). English language learning in globalized third spaces: From monocultural standardization to hybridized translanguaging. In D. Macedo (Ed.), Decolonizing foreign language education. Boulder, CO: Paradigm Publishers.
  • Asera, R., Gabriner, R., & Hemphill, D (2017). Starting and Sustaining Educational Partnerships: Two Case Studies of Intersegmental Innovation in California. San Francisco: College Futures Foundation.
  • Asera, R., Gabriner, R., & Hemphill, D (2017). What Makes a Partnership Work? San Francisco: College Futures Foundation.
  • Lee, M.Y., Hemphill, D., & Perea, J. (2016). Teaching in transnational spaces: A short-term study abroad journey in China. In S. Guo (Ed.), Spotlight on China: Chinese education in the globalized world. Dordrecht, Netherlands: Sense Publishers.
  •  Hemphill, D. & Blakely, E. (2015). Language, nation, and identity in the classroom: Legacies of modernity and coloniality in Education. New York: Peter Lang Publishing.
  • Hemphill, D. (2014). An invitation to postocolonial pedagogy. The Journal of Pedagogies, Spring 2014. Tokyo, Japan: Chuo University. (In Japanese)
  • Celoria, D. & Hemphill, D. (2014). Coaching from the coaches’ perspective: A process-oriented focus. International Journal of Mentoring and Coaching in Education, 3(1), 72-85.
  • Lee, M.Y. , Hemphill, D. & Perea, J. (2014). Teaching transformation in the context of international and comparative education. In J. Wu, (Ed.). Internationalization of Higher Education. Guangzhou, China: South Normal China University Press. (Bilingual: Chinese & English).
  • Hemphill, D. & Leskowitz, S. (2013). DIY activists: Self-directed informal learning, communities of practice, and radical knowledge-sharing. Adult Education Quarterly, 63(1), February 2013, 57-77.
  • Hemphill, D. & Shao, L. (2012). Chinese volunteer teachers in Thailand: Training and support needed to establish a career in a new culture. Proceedings of the 8th Biennial Conference of the Comparative Education Society of Asia. Bangkok: Chulalongkorn University, 2012.
  • Lee, M.Y., Hemphill, D. & Perea, J. (2009). Teaching for transformation: Structured cross-cultural experience in a transnational context. Proceedings of the Adult Education Research Conference, 50, 212-217, 2009.
  • Appell, G. & Hemphill, D. (2006). American popular music: A multicultural history. New York: Thomson/Schirmer, 2006.
  • Ferrigno, J., Hemphill, D., & Lee, M.Y. (2005). Teaching for empowerment: Liberatory pedagogy, social change, and gender dynamics. Proceedings of the Adult Education Research Conference. Athens, GA: University of Georgia.
  • Hemphill, D. & Olmos, L. (2003). Postcolonial perspectives on reform and teacher education: North and south. The Review of Education/Pedagogy/Cultural Studies, 25(1), Winter 2003.
  • Hemphill, D. (2000). Incorporating postmodernist perspectives into adult education. In V. Sheared and P. Sissel (Eds.), Making space: Reframing theory and practice in adult education. New York: Greenwood Press.
  • Hemphill, D. (1999). The blues and the scientific method: Codified cultural schemas and understanding adult cognition from a multicultural perspective. Proceedings of the Adult Education Research Conference. Dekalb, IL: Northern Illinois University.
  •  Merrifield, J., Bingman, M.B., Hemphill, D., & Bennett deMarrais, K.P. (1997). Life at the margins: Literacy, language, and technology in everyday life. New York: Columbia University Teachers College Press.
  • Hemphill, D. (1996). Flexibility, innovation, and collaboration: A regional view of community-based organizations in adult education. Adult Learning, 7(6), 21-30.
  • Hemphill, D. (1996). Family literacy: Issues of culture, gender, and hidden curriculum. Proceedings of the Adult Education Research Conference. Tampa, FL: University of South Florida.
  • Hemphill, D. (1995). Media, technology, and literacy in immigrant and multicultural contexts. School of Education Review, 5, Spring 1995. San Francisco, CA: San Francisco State University.
  • Hemphill, D. (1994). Critical rationality from a cross-cultural perspective. Proceedings of the Adult Education Research Conference. Knoxville, TN: University of Tennessee, Knoxville, 1994.
  • Hemphill, D. (1993). Future directions for the field of adult education. Proceedings of the Commission of Professors of Adult Education.
  • Hemphill, D. & Tibbetts, J. (1993). The adult learner: Adult education instructor training guide. Washington, DC: Pelavin Associates and Office of Vocational and Adult Education (OVAE), U.S. Department of Education.
  • Hemphill, D. (1992). Thinking hard about culture in adult education: Not a trivial pursuit. Adult Learning. 3(7), May 1992, 8-12.
  • Valadez, G. & Hemphill, D. (1990). Uniting postmodern education in Europe and elsewhere: Consensus and caution. School of Education Review, 3, Spring 1991. San Francisco, CA: San Francisco State University.
  • "Making Sense to Teachers About Teaching." Adult Learning. May, 1990.
  • Hemphill, D., Pfaffenberger, B., & Hockman, B. (1989). The working culture, Book 1:Cross-cultural communication for new Americans; Book 2: Career Development for New Americans. New York: Prentice-Hall/Regents.
  • Savage, K.L., How, M., Yeung, L.S., & Hemphill, D. (1982). English that works: Integrated competency-based bilingual vocational ESL, Books I & II.  Chicago, IL: Scott, Foresman, and Company.