Catherine Kroll


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 nineteenth-century British and postcolonial African literature, composition, and English education. In 2014 – 2015, I coordinated the implementation of SSU’s online Directed Self-Placement (DSP) initiative, wrote the content for DSP, and helped design the user experience. My current research and creative work focuses on digital humanities projects, including using web interfaces for scholarly publishing and designing games for teaching literature and writing.


Catherine Kroll received her Ph.D. in English from the University of California, Berkeley; her dissertation focused on nineteenth-century European aesthetics, especially in the work of William Wordsworth, Friedrich Schlegel, Thomas Carlyle, and John Ruskin. She also earned a Single Subject Credential in English and has taught college-level ESL, as well as middle school and high school. Dr. Kroll 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, and an SSU grant for research at the School of Oriental and African Studies (SOAS), University of London in 2010. She has delivered invited papers at conferences in Accra, Paris, Münster, Johannesburg, Vancouver, and Victoria, B. C. In 2010, she was appointed to the Editorial Board of Research in African Literatures.

Selected Scholarship

  • Ikenga Shrines and Iron Horses: A Reader’s Guide to Chinua Achebe’s Things Fall Apart in Scalar,” 2015.
  • “Dennis Brutus’s Self-Portrait of a Life in the International Anti-Apartheid Struggle.”Commissioned review of The Dennis BrutusTapes: Essays at Autobiography, ed. Bernth Lindfors. Woodbridge, Suffolk, UK: James Currey, 2011. JALA: The Journal of the African Literature Association 8.1 (Summer-Fall 2014): 142-144.
  • “Bodies of Evidence: South African Gothic and the Terror of the ‘Twice-Told Tale.’” Textus: English Studies in Italy, Special Issue: Gothic Frontiers, ed. Francesca Saggini and Glennis Byron. No. 3 (2012): 89-102.
  • “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.