Martha Joy Rose, B.F.A., M.A., earned her Master’s in Mother Studies at The Graduate Center of the City University of New York. She is a scholar, an artist, and an activist. She currently serves as an adjunct faculty member at Manhattan College and as the Director of the Museum of Motherhood, an education and exhibition center located in New York City. In addition, she is the President and Founder of MaMaPaLooZa, Inc., an international arts and music festival. She has been organizing the Annual Academic M.O.M. Conference in New York City since 2005.
As an artist she sits on the advising committee of the AfterBirth Project (England), the ProCreate Project (England), and her recent work focused on curating "Words of Love" at the Hechal Shlomo Museum as part of the The 2nd Jerusalem Biennale for Contemporary Jewish Art. She has performed nationally with her band "Housewives on Prozac" and been featured in the Wall Street Journal, The New York Times, and PEOPLE Magazine to name a few.
B.F.A. in Theater, Denison University
M.A. in Women's, Gender & Sexuality Studies, Mother Studies, Digital Humanities, CUNY, The Graduate Center
Playwright, theatrical and musical works including “Built For Extremes,” selected for the 25th anniversary Writers/Directors Hand To Mouth Players Production, roving adjudicator award from TANYS (2011)
Susan B. Anthony Award, NOW-NYC, (2009)
Best In Girl Power Events, Westchester Magazine, (2009)
Key to the city of Seneca Falls, NY for work on behalf of women and girls, (2007)
Mayor of Buffalo, NY declaration Moms Who Rock Day, Mamapalooza (May, 2005)
Mayor of San Francisco, CA declaration Moms Who Rock Day, Mamapalooza (May, 2005)
I am invested in partnerships, collaborations, and building positive intersections between the academic, the para-academic, and students of all ages. I am the feminist mother of four fascinating young adults, one of whom was a NFL draft pick in 2015.
In my classroom we are all students and we are all teachers. Each one of us has a perspective that can inform and advance others’ points of view. Building on conceptual understandings of classic classroom texts, students bring in their own traditions, practices, and habits informed by family and community. I am asking students to turn the lens inward and establish context for the way that information is received and interpreted. Only by understanding and embracing ourselves with a clearer critical eye can individuals begin to understand the social construction of the world at large.