Associate Professor, Education Policy, Organization and Leadership
328 Education Building
Urbana, IL (mail code 057)
Champaign (UIUC Campus Mail), IL 61820
Public Humanities Award, Illinois Humanities, 2023
Abbott Lowell Cummings Prize, Vernacular Architecture Forum, 2012
Ginsburg, R. (Ed.) (2019). Critical Perspectives on Teaching in Prison: Students and Instructors on Pedagogy Behind the Wall. Routledge. link >
Ginsburg, R. (2019). Introduction. In R. Ginsburg (Ed.), Critical Perspectives on Teaching in Prison: Students and Instructors on Pedagogy Behind the Wall (pp. 1-16). Routledge. link >
Ellis, C., & Ginsburg, R. (2017). Introduction. In C. Ellis, & R. Ginsburg (Eds.), Slavery in the City: Architecture and Landscapes of Urban Slavery in North America University of Virginia Press.
Ellis, C., & Ginsburg, R. (Eds.) (2017). Slavery in the City: Architecture and Landscapes of Urban Slavery in North America. University of Virginia Press.
Ginsburg, R. (2017). Reflections on a Locked Door: Lessons from History and the Failed Promise of Penal Incarceration . In M. Epperson, & C. Pettus-Davis (Eds.), Smart Decarceration: Achieving Criminal Justice Transformation in the 21st Century Oxford University Press.
Ginsburg, R. (2015). The Reasonable Person Model and Prison Higher Education. In R. Kaplan, & A. Basu (Eds.), Fostering reasonableness: supportive environments for bringing out our best Michigan Publishing. link >
Flores, M. P., de la Rue, L., Neville, H. A., Valgoi, M., Brooks, J., Lee, E. S., Ginsburg, R., Santiago, S., Ben Rakemayahu, K., Garite, R., & Brawn, M. (2014). Developing Social Justice Competencies: A Consultation Training Approach. The Counseling Psychologist, 42(7), 998-1020. link >
Ginsburg, R. (2014). Knowing that we are making a difference: A case for critical prison programming. In A. Sarat (Ed.), Special Issue: The Beautiful Prison (pp. 33-47). (Studies in Law Politics and Society; Vol. 64). JAI Press. link >
Ruggles, D. F., Bishop, H., Ginsburg, R., Petty, A., Pinkert, A., & Tuszynska, A. (2014). The humanity of teaching: Reflections from the Education Justice Project. In M-A. Winkelmas, A. Burton, & K. Mays (Eds.), An Illinois Sampler: Teaching and Research on the Prairie (pp. 40-48). University of Illinois Press.
Olinger, A., Bishop, H., Cabrales, J., Ginsburg, R., Mapp, J., Mayorga, O., Nava, E., Nunez, E., Rosas, O., Slater, A., Sorenson, L., Sosnowski, J., & Torres, A. (2012). Prisoners Teaching ESL: A Learning Community among "Language Partners". Teaching English in the Two-Year College, 40(1), 68-83.
Ginsburg, R. (2011). At Home with Apartheid: The Hidden Landscapes of Domestic Service in Johannesburg. University Press of Virginia.
Ginsburg, R. (2011). Review: J. Foster's Washed with Sun: Landscape and the Making of White South Africa. Buildings & Landscapes, 18(2), 112-114. link >
Ellis, C., & Ginsburg, R. (Eds.) (2010). Cabin, Quarter, Plantation: Architecture and Landscapes of North American Slavery. Yale University Press.
Ellis, C., & Ginsburg, R. (2010). Introduction. In C. Ellis, & R. Ginsburg (Eds.), Cabin, quarter, plantation: Architecture and Landscapes of North American Slavery Yale University Press.
Ginsburg, R. (2010). Escaping through a Black Landscape. In C. Ellis, & R. Ginsburg (Eds.), Cabin, Quarter, Plantation: Architecture and Landscapes of North American Slavery Yale University Press.
Ginsburg, R. (2009). Questioning Dependence. Journal of Women's History, 21(3), 131-134. link >
Ginsburg, R. (2008). The View from the Back Step: White Children Learn about Race in Johannesburg's Suburban Homes. In M. Gutman, & N. De Coninck-Smith (Eds.), Designing modern childhoods: history, space, and the material culture of children (pp. 193-212). (The Rutgers series in childhood studies). Rutgers University Press.
Ginsburg, R. (2007). Freedom and the Slave Landscape. Landscape Journal, 26(1), 36-44. link >
Ginsburg, R. (2004). Native Daughter: Home, Segregation, and Mental Maps. Home Cultures, 1(2), 127-145.
Ginsburg, R. (2002). Review: C. E. Bartons' (ed.) Sites of Memory: Perspectives on Architecture and Race. Journal of the Society of Architectural Historians, 61(1), 118-120. link >
Ginsburg, R. (2000). "Come in the Dark": Domestic Workers and Their Rooms in Apartheid-Era Johannesburg, South Africa. In S. McMurry, & A. Adams (Eds.), People, Power, Places: Perspectives in Vernacular Architecture (Vol. 8, pp. 83-100). (Perspectives in vernacular architecture; Vol. 8). The University of Tennessee Press. link >
Ginsburg, R. (1999). Serving apartheid? Domestic workers and the racial geographies of white suburban households, Johannesburg, South Africa, 1960s-1970s. Historical Geography, 27, 56-72.
Ginsburg, R. (1996). 'Don't tell, dear': The material culture of tampons and napkins. Journal of Material Culture, 1(3), 365-375. link >
Ginsburg, R. (1996). ‘Now I stay in a house’: Renovating the matchbox in apartheid-era Soweto. International Journal of Phytoremediation, 55(2), 127-139. link >
Oral presentation, Reaching Inside Prisons with Purpose and Love, 2017
Invited talk, Higher Education in Prison, 2017
Invited talk, How College-in-Prison Makes for Better Universities and Better Communities, 2016
EPOL 390: Undergraduate Advanced Seminar (EPOL 390) Advanced undergraduate seminar that includes historical, philosophical, legal, and social science perspectives on education.
EPOL 395: Independent Study (EPOL 395) Designed for students who wish to do advanced readings and research in greater depth and to investigate further ideas and themes that have been explored in EPOL 199 and EPOL 201.
EPOL 490: Special Study and Investigation (EPOL 490) Offers opportunity for an individual to study, on or off campus, selected problems, trends, and new developments in education or to conduct specialized investigations for the improvement of instructional programs.
EPOL 491: Supervised Internship (EPOL 491) Same as HRD 492. See HRD 492.
EPOL 590: Advanced Graduate Seminar (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.
EPS 390: Undergraduate Advanced Seminar (EPS 390) Advanced undergraduate seminar that builds upon introductory work in EPS 410 and includes historical, philosophical, legal, and social science perspectives on education. Requests for activation of this course may come from students or faculty. Approved for letter and S/U grading. May be repeated.