https://orcid.org/0000-0003-1289-0912
Citations (60)
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Rachel McMillian & Nathaniel Bryan. (2023) “Living within it all”: Black Critical Theory, Imprisoned Black Radical Tradition, and the art of BlackCrit Portraiture to center voices from sites of incarceration. International Journal of Qualitative Studies in Education 0:0, pages 1-21.
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Gwendolyn Baxley. (2023) Back to Black: a call to situate community school inquiry within Black research paradigms. International Journal of Qualitative Studies in Education 0:0, pages 1-18.
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Justin A. Coles. (2023) Black desire: Black-centric youthtopias as critical race educational praxis. International Journal of Qualitative Studies in Education 36:6, pages 981-1002.
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Brittany Aronson, Adrian Parker, Devin Moran, Jing Tan, Kristan Barczak, Madiha Syeda, Hannah Stohry & Prince Johnson. (2023) “Sitting With...“ Narratives of Teaching About Antiblackness in Teacher Education. Equity & Excellence in Education 0:0, pages 1-16.
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ReAnna S. Roby, Angela Calabrese Barton, Edna Tan & Day Greenberg. (2023) Co-making against antiBlackness. Equity & Excellence in Education 0:0, pages 1-14.
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Derek H. Alderman, Bethany Craig, Joshua Inwood & Shaundra Cunningham. (2023) The 1964 freedom schools as neglected chapter in Geography education. Journal of Geography in Higher Education 47:3, pages 411-431.
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Autumn A. Griffin, Angela Crawford, Bonnee Breese Bentum, Samuel Aka Reed, Geoffrey Winikur, Amy Stornaiuolo, Barrett Rosser, Bethany Monea & Ebony Elizabeth Thomas. (2023) Towards a Jazz Pedagogy: Learning with and from Jazz Greats and Great Educators. Equity & Excellence in Education 0:0, pages 1-14.
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Jessica Lee Stovall & Micia Mosely. (2023) “We just do us”: How Black teachers co-construct Black teacher fugitive space in the face of antiblackness. Race Ethnicity and Education 26:3, pages 298-317.
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Justin A. Coles. (2023) Storying against non-human/superhuman narratives: Black youth Afro-futurist counterstories in qualitative research. International Journal of Qualitative Studies in Education 36:3, pages 446-464.
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Brandi Hinnant-Crawford, Liz Bergeron, Emily Virtue, Shamella Cromartie & Shanice Harrington. (2023) Good teaching, warm and demanding classrooms, and critically conscious students: Measuring student perceptions of asset-based equity pedagogy in the classroom. Equity & Excellence in Education 0:0, pages 1-17.
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Brittany Jones & Joel Berends. (2023) Enacting Antiracist Pedagogy: An Analysis of LeBron James and Doc Rivers’ Antiracist Discourse. Equity & Excellence in Education 0:0, pages 1-16.
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Nickolaus A. Ortiz & Naomi Jessup. (2022) Blackness and the Pandemic: Critiquing the Mathematics Curriculum in a Large Urban City. Equity & Excellence in Education 55:4, pages 357-370.
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Leila Angod. (2022) Learning to Enact Canadian Exceptionalism: The Failure of Voluntourism as Social Justice Education. Equity & Excellence in Education 55:3, pages 217-230.
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Saloshna Vandeyar. (2022) Decolonising Higher Education: The Academic’s Turn. Equity & Excellence in Education 55:3, pages 189-202.
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Bryan K. Hotchkins. (2022) Responsive pedagogical love as mitigation against antiblackness. International Journal of Qualitative Studies in Education 35:6, pages 609-629.
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Brittany L. Jones. (2022) Feeling fear as power and oppression: An examination of Black and white fear in Virginia’s U.S. history standards and curriculum framework. Theory & Research in Social Education 50:3, pages 431-463.
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April-Louise Pennant. (2022) Who’s checkin’ for Black girls and women in the “pandemic within a pandemic”? COVID-19, Black Lives Matter and educational implications. Educational Review 74:3, pages 534-557.
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Dinorah Sánchez Loza. (2021) Dear “good” schools: White supremacy and political education in predominantly white and affluent suburban schools. Theory Into Practice 60:4, pages 380-391.
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Richard Lofton. (2021) Plessy’s Tracks: African American students confronting academic placement in a racially diverse school and African American community. Race Ethnicity and Education 0:0, pages 1-20.
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Brooke Harris Garad. (2021) Fugitivity, Fantasy, Futurity, and Freedom: The Letter F for Critically Analyzing Children’s Literature. Equity & Excellence in Education 54:2, pages 182-195.
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Keffrelyn D. Brown. (2021) What Do Black Students Need? Exploring Perspectives of Black Writers Writing Outside of Educational Research. Equity & Excellence in Education 54:1, pages 79-91.
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Chezare A. Warren. (2021) From Morning to Mourning: A Meditation on Possibility in Black Education. Equity & Excellence in Education 54:1, pages 92-102.
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Esther O. Ohito & Justin A. Coles. (2021) Storytellin’ by the light of the lantern: A polyvocal dialogue turnin’ towards critical Black curriculum studies. Curriculum Inquiry 51:1, pages 15-34.
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Nathaniel Bryan. Toward What Justice and Justice for Whom? A BlackCrit Meditation on and against Miami University’s Department of Teaching, Curriculum, and Educational Inquiry’s Threshold Concepts. Equity & Excellence in Education 0:0, pages 1-16.
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Articles from other publishers (36)
Whitney N. Pirtle, Breanna Brock, Nonzenzele Aldonza, Kaline Leke & Dallas Edge. (2021) “I Didn't Know What Anti-Blackness Was Until I Got Here”: The Unmet Needs of Black Students at Hispanic-Serving Institutions. Urban Education 59:1, pages 330-357.
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Neha Sobti & Richard O. Welsh. (2023) Adding Color to My Tears: Toward a Theoretical Framework for Antiblackness in School Discipline. Educational Researcher 52:8, pages 500-511.
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Robert P. Robinson & Jordan Bell. (2023) Dreaming beyond education policy: a BlackCrit analysis of ESEA and ESSA. Journal for Multicultural Education.
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Shamaine Bertrand & Kisha Porcher. (2023) Shifting the Gaze to Blackness in ELA: Using the Black Gaze Framework in Literacy Teacher Education Courses. Language Arts 101:1, pages 27-39.
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Danielle Apugo, Andrene J. Castro & Sharyn A. Dougherty. (2022) Taught in the Matrix: A Review of Black Girls’ Experiences in U.S. Schools. Review of Educational Research 93:4, pages 559-593.
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S.R. Toliver. (2023) It will take nations of billions to obstruct our dreams: extending BlackCrit through Afrofuturism. Journal for Multicultural Education.
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Brittany Aronson & Hannah R. Stohry. (2023) Latinx and Asian Engagement/Complicity in Anti-Blackness. Genealogy 7:2, pages 37.
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Darius O. Johnson, Briana Markoff & Dorinda J. Carter Andrews. (2023) Resisting racism in school. Phi Delta Kappan 104:7, pages 18-24.
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Kathy Hytten & Kurt Stemhagen. (2023) Abolishing, Renarrativizing, and Revaluing: Dismantling Antiblack Racism in Education. Educational Researcher, pages 0013189X2211430.
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DeMarcus A. Jenkins. (2023) Seen and Unseen: Narratives of In/Visibility of Black Youth Who Attend a Predominantly Latinx High School. Teachers College Record: The Voice of Scholarship in Education 125:3, pages 237-263.
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Jaleel Rashaad Howard. (2023) Empathic Approaches for Supporting Black Students During Remote Learning. Urban Education, pages 004208592311534.
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Krystal Strong, Sharon Walker, Derron Wallace, Arathi Sriprakash, Leon Tikly & Crain Soudien. (2023) Learning from the Movement for Black Lives: Horizons of Racial Justice for Comparative and International Education. Comparative Education Review 67:S1, pages S1-S24.
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Jordan Bell & Yolanda Sealey-Ruiz. (2023) Black Lives Matter and the Making of Black Educational Spaces. Comparative Education Review 67:S1, pages S129-S148.
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Nickolaus A. Ortiz. (2022) A Review of Antar A. Tichavakunda's, Black Campus Life: The world Black Students Make at a Historically White Institution SUNY Press. Science Education 107:1, pages 3-8.
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Andrene J. Castro. (2022) Teachers of Color and Precarious Work: The Inequality of Job Security. Labor Studies Journal 47:4, pages 359-382.
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Autumn A. Griffin. (2021) Black Parade: Conceptualizing Black Adolescent Girls’ Multimodal Renderings as Parades. Urban Education 57:10, pages 1699-1729.
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Cierra Kaler-Jones. (2022) “I rewrote their story and you can, too”: Black girls’ artistic freedom dreams to create new worlds. Frontiers in Education 7.
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Stephanie P. Jones. (2022) Curriculum Violence and Text Selection. English Leadership Quarterly 45:2, pages 2-5.
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Wintre Foxworth Johnson. (2022) Conducting racial awareness research with African American children: Unearthing their sociopolitical knowledge through Pro-Black literacy methods. Journal of Early Childhood Literacy 22:3, pages 408-432.
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Olivia Marcucci & Rowhea M. Elmesky. (2022) Coded Racialized Discourse Among Educators: Implications for Social-Emotional Outcomes and Cultures of Antiblackness at an Urban School. Urban Education, pages 004208592211191.
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Johnathan T. Hill. 2022. Contributions of Historically Black Colleges and Universities in the 21st Century. Contributions of Historically Black Colleges and Universities in the 21st Century
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Tasha Austin. (2022) Linguistic imperialism: countering anti Black racism in world language teacher preparation. Journal for Multicultural Education 16:3, pages 246-258.
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Jalil Bishop Mustaffa. (2021) Racial Justice Beyond Credentials: The Radical Politic of a Black College Dropout. The Urban Review 54:2, pages 318-338.
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Martin P. Smith, Marcus W. Johnson & Lela Owens. (2022) Black Male Brilliance as (Ill)Legible: Challenging and Changing Societal and Educational Narratives. Urban Education, pages 004208592210978.
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Ketra L. Armstrong. (2022) “Teaching to Transgress”: Race and a Pedagogy of Empowerment in Kinesiology. Kinesiology Review 11:1, pages 95-103.
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Tameka Porter. 2022. Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement. Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement
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Chonika Coleman-King, Taryrn T. C. Brown, Latoya Haynes-Thoby & Tianna Dowie-Chin. (2022) Dreaming Beyond Boundaries: Reimagining the Role of Black Mothers in Culturally Sustaining Pedagogy. VUE (Voices in Urban Education) 50:2.
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Andrene J. Castro, Genevieve Siegel-Hawley, Kimberly Bridges & Shenita E. Williams. (2022) Narratives of Race in School Rezoning: How the Politics of Whiteness Shape Belonging, Leadership Decisions, and School Attendance Boundaries. AERA Open 8, pages 233285842210912.
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Peter Kraftl. 2022. Unfamiliar Landscapes. Unfamiliar Landscapes
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Keffrelyn D. Brown. (2021) The Limits of Justice-Informed Research and Teaching in the Presence of Antiblackness and Black Suffering: Surplus of Transformation or (Un)Just Traumatic Returns?. Qualitative Inquiry 27:10, pages 1169-1181.
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Jeff Walls. (2021) Tangles and Glimmers: How African Immigrant Students in an Urban Charter School Describe Congruencies and Disconnections in Caring Between Home and School. The Urban Review 53:5, pages 761-784.
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Justin A. Coles & Maria Kingsley. (2021) Blackness as intervention: Black English outer spaces and the rupturing of antiblackness and/in English education. English Teaching: Practice & Critique 20:4, pages 454-484.
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Lou E. Matthews, Naomi A. Jessup & Ruthmae Sears. (2021) Looking for “us”: power reimagined in mathematics learning for Black communities in the pandemic. Educational Studies in Mathematics 108:1-2, pages 333-350.
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Ariana Mangual Figueroa & Wendy Barrales. (2021) Testimonio and Counterstorytelling by Immigrant-Origin Children and Youth: Insights That Amplify Immigrant Subjectivities. Societies 11:2, pages 38.
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DeMarcus A. Jenkins. (2021) Unspoken Grammar of Place: Anti-Blackness as a Spatial Imaginary in Education. Journal of School Leadership 31:1-2, pages 107-126.
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James Holly,Jr.Jr.. (2020)
Disentangling engineering education research's
anti‐Blackness
. Journal of Engineering Education 109:4, pages 629-635.
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