Ph.D., Cultural Foundations of Education, Syracuse University
M.Ed., The University of North Carolina at Greensboro
B.A., English with Concentration in Secondary Education, University of North Carolina at Greensboro
Roquemore, K. (2020). Disability as pedagogy: Vulnerability as a social justice tool. In A. Boyd, J. Dyches, & B. Sams, (Eds.), Acts of Resistance: Subversive Teaching in the ELA Classroom. Myers Press.
Freedman, J., L. Jaffee, K. Roquemore, Y. Song, & H. Veitch. (2019). Beyond Compliance: Disabled student activism on campus. In C. McMaster & B. Whitburn (Eds.), Disability at the University: A Disabled Students' Manifesto. Peter Lang.
Roquemore, K. (2017). Convergence of Inclusive Education and Disability Studies: A Critical Framework. Encyclopedia of Educational Philosophy and Theory.
Roquemore, K. (2014). Can You Drink Through a Straw?: Confronting Disabling Assumptions. English Journal, 103(4), 97-99.
Vetter, A., J. Reynolds, H. Beane, K. Roquemore, A. Rorrer, & K. Shepherd-Allred. (2012). Reframing Resistance in the English Classroom. English Journal, 102(2), 114-121.