Matthew Kruger-Ross

Matthew Kruger-Ross

  • Associate Professor
  • B.S., North Carolina State University
  • M.S., North Carolina State University
  • Ph.D., Simon Fraser University
  • Email Matthew Kruger-Ross


Dr. Kruger-Ross earned his Ph.D. in Curriculum Theory & Implementation from Simon Fraser University (British Columbia, Canada) in 2016 with an emphasis in Philosophy of Education. Dr. Kruger-Ross also holds a B.S. degree in Middle Grades Education (2005) and an M.S. in Instructional Technology (2012) from North Carolina State University. Before joining the faculty at West Chester University, Dr. Kruger-Ross taught in the middle school at Carolina Friends School in Durham, North Carolina, and, while completing his graduate work, at North Carolina State University, Simon Fraser University, Queen's University, and Ontario Institute for Studies in Education (OISE).

Area of Instruction

Dr. Kruger-Ross principal specializations are in:

  • Philosophy of Education
  • Teacher Education
  • Phenomenology, Ontology and Hermeneutics
  • Philosophy of Technology
  • Educational Technology

He primarily teaches courses in:

  • Educational Technology
  • Secondary Teacher Education
  • Philosophy of Education
  • Curriculum Studies
  • Qualitative Research Methods

Publications and Professional Activities

Dr. Kruger-Ross serves as the Secretary-Treasurer of the Heidegger Circle of North America. For more information, see

Dr. Kruger-Ross’s recent publications include:

Schmidt, P. & Kruger-Ross, M. (2022). Emerging Technologies and the Power of Literacies: Infusing Meaningful Learning in a Digital World. NCTE Principles in Practice Imprint (Cathy Fleischer, Series Editor).

Renzi, L. & Kruger-Ross, M. (2022). Situating the Self in Context: Preparing Antiracist STEM Teachers to Teach in Urban Settings. In Gilda Martinez-Alba, Afra Hersi, and Luis Javier Penton Herrera (Eds.) Antiracist Teacher Education: Theory and Practice. Association of Teacher Educators.

Schmidt, P. S. & Kruger-Ross, M. (2020). Shakespeare vs. The Homosapien Agenda: Exploring Gender in A Midsummer Night’s Dream. In Victor Malo-Juvera, Paula Greathouse, and Brooke Eisenbach (Eds.), Shakespeare and Adolescent Literature: Pairings and Teaching. Rowman and Littlefield.

Kruger-Ross, M. (2019). On the Lived Experience of Truth in an Era of Education Reform: Co-responding to Anti-intellectualism. Critical Questions in Education, 10(2), 150-160.

Kruger-Ross, M. (2018). Reclaiming our assumptions at the intersection of technology, learning and equity. Texas Education Review, 6(1), 39-46. doi:10.15781/T2MK65S1N

Kruger-Ross, M. (2016). Approaching the ground of our assumptions about educational technologies. In L. Miller, D. Becker, & K. Becker (Eds.) Technology for Transformation: Perspectives of Hope in the Digital Age. Charlotte, NC: Information Age Publishing, Inc.

Kruger-Ross, M. (2015). Raising the question of Being in education by way of Heidegger’s phenomenological ontology. Indo Pacific Journal of Phenomenology 15(2).


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