Catherine Kroll

Associate Professor

Single Subject: Composition Studies, English Education, Global Literature

Office: Nichols Hall 346
Phone: (707) 664-2966

What I Do at SSU

I teach courses in world literature, modern African literature, composition, and English education. I currently serve as Composition Program Coordinator for the Department and as a faculty advisor for Burning Daylight, the Department’s undergraduate and graduate scholarly journal. My research centers on modern anglophone and francophone African literature, visual culture, and English education.


Catherine Kroll received her Ph.D. in English from the University of California, Berkeley in1986 and her Single Subject Credential in English from Sonoma State in 1990. In addition to her courses at SSU, Dr. Kroll has taught ESL and English language arts at the middle school and high school levels,  and she has written language arts curricula. She received a Fulbright-Hays award for study in South Africa in 2004, a National Endowment for the Humanities Summer Seminar Fellowship for “Roots: African Dimensions of the History and Culture of the Americas (Through the Trans-Atlantic Slave Trade)” at the University of Virginia in 2007, an SSU RSCAP grant for research at the School of Oriental and African Studies (SOAS), University of London in 2010, and a 3-year EnACT grant to redesign courses in accordance with principles of Universal Design for Learning. She has presented invited papers in Accra, Paris, and Münster, as well as at numerous African Literature Association Conferences in the United States. In 2010, she was appointed to the Editorial Board of Research in African Literatures, widely regarded as the premier journal for African literary studies worldwide.

Selected Scholarship

  • “Bodies of Evidence: South African Gothic and the Terror of the ‘Twice-Told Tale.’” Textus: English Studies in Italy No. 3 (2013). Special Issue: Gothic Frontiers, ed. Francesca Saggini and Glennis Byron.
  • “Inversion Rituals: The African Novel in the Global North” in Teaching Africa: A Guide for the 21st-Century Classroom, ed. Brandon Lundy and Solomon Negash. Bloomington: Indiana University Press, 2013.
  • Chroma Harmonia: Multimodal Pedagogy through Universal Design for Learning” in Multimodal Learning in Communities and Schools: Moving Ideas, ed. Mira-Lisa Katz. New York: Peter Lang, 2013.
  • “The Tyranny of the Visual: Alex La Guma and the Anti-Apartheid Documentary Image.” Research in African Literatures 43.3 (Fall 2012): 54-83.
  • “Dogs and Dissidents at the Border: Narrative Outbreak in Patrice Nganang’s Temps de chien” in Negotiating Afropolitanism: Essays on Borders and Spaces in Contemporary African Literature and Folklore, ed. Jennifer Wawrzineck and J. K. S. Makokha. Amsterdam and New York:Rodopi, 2011.
  • “Rwanda’s Speaking Subjects: The Inescapable Affiliations of Boubacar Boris Diop’s Murambi.” Third World Quarterly 28.3 (March 2007): 655-663. Reprinted in Contemporary Literary Criticism, vol. 323. Gale/Cengage, 2011.
  • “Domestic Disturbances: African Women’s Cultural Production in the Postcolonial Continuum.” Research in African Literatures 41.3 (Fall 2010): 136-146.
  •  “Imagining Ourselves into Transcultural Spaces: De-centering Whiteness in the Classroom,” in Undoing Whiteness: Critical Educultural Teaching Approaches for Social Justice Activism, ed. Virginia Lea and Erma Jean Sims. New York: Peter Lang, 2008.