I’m a scholar whose recent work explores how we live with uncertainty—ethically, pedagogically, and interpretively. Working across literature, philosophy, and critical pedagogy, I trace the ways institutions often resist the complexity they claim to embrace. My current projects ask what it means to teach, to believe, or to care in systems designed for certainty. Whether confronting the legacy of the canon or the quiet endurance of interpretive generosity, I return again and again to a simple, difficult question: how do we stay open when the world rewards closure?
King de Ramirez, Barbara Lafford, and James Wermers. Online World Language Instruction Training and Assessment: An Ecological Approach. Georgetown University Press, 2021.
Edited Collections
McNeil, Elizabeth, James E. Wermers, and Joshua O. Lunn, eds. Mapping Queer Space(s) of Praxis and Pedagogy. Springer, 2017.
Refereed Articles and Chapters
Lafford, Barbara, Carmen King de Ramirez, and James Wermers. “Issues and Challenges in the Assessment of Online Language Teacher Performance.” Assessment Across Online Education. Eds. Stephanie Link and Jinrong Li. Equinox Publishing Ltd, 2018.
“A Rogue or a King?: Locating Shakespeare in the Shakespeare’s Globe London Cinema Series.” Locating Shakespeare in the Twenty-First Century. Ed. Kelli Marshall and Gabrielle Malcolm. Newcastle, UK: Cambridge Scholars Publishing, 2012. 28-37. (Cambridge Scholars’ book of the month for January 2013)
Burrell, Christopher and James Wermers. “Why Does Precious Have to Shuffle?: Teaching with Lee Daniels’ ‘Adaptation.’” Rock the House: Essays on the Work of Sapphire. Eds. Elizabeth McNeil, Neal Lester, DoVeanna Fulton Minor, and Lynette Myles. New York: Palgrave Macmillan, 2012. 211-226.
“Sex in the Wooden O: Exploring a Hetero v. Queer Matrix in the USF Productions of Macbeth, Much Ado About Nothing and the Merchant of Venice.” Journal of the Wooden O Symposium 10 (2010): 60-76.
