Cultural Issues

This Grants Collection uses the grant-supported open course ESED 5234 from Georgia Southern University: http://digitalcommons.georgiasouthern.edu/esed5234-master/ This Grants Collection for Cultural Issues was created under a Round Four ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/education-collections/1005/thumbnail.jp

Mama, am I hip-hop? Unpacking the intersections of race, culture, and gender with a young Black boy

Work published in The Handbook of Research on Black Males: Quantitative, Qualitative, and Multidisciplinary by Theodore S. Ransaw, C. P. Gause, and Richard Majors

Equity in the global context: How school administrators can create and implement equitable policies

Lecture given at American University, Washington, D.C

Honoring Black History as American History

Keynote speech given at Soul Food Dinner & Black History Month, University of Minnesota Morris

Toward a radical Black humanity

Work published in CEHD Connect: The Magazine of the College of Education and Human Development. Fall 2020/Special Issue

Gate Crashing with Baldwin in Teacher Education

Presentation given at the International James Baldwin Conference, Paris, France

Front Streeting: A challenge in preparing culturally diverse teachers for diverse students

Educational research widely neglects the effectiveness of multicultural education courses among teacher candidates of color (TCCs). In this article, the experiences of six Black preservice teachers enrolled in a diversity course are explicated to unearth nuanced pedagogical missteps that hinder their development as students of asset pedagogies. Undergirded by the five principles of critical race theory, findings reveal that TCCs exhibit varied forms of resistance to monolithic content that frame minoritized groups in the deficit. In this particular study, Front Streeting refers to the vulnerability teachers of color experience when their minoritized identities are fetishized in diversity classrooms, through an expectation of confirmed lived experiences or expert knowledge of their demographic groups. The article explores the general privileging of whiteness in multicultural education curriculum and instruction while challenging teacher educators to reconsider how to engage students from diverse demographic groups

Front Street Pedagogy: Challenges of Preparing Diverse Teachers for Diverse Students

Presentation given at the International Conference on Urban Education (ICUE), Montego Bay, Jamaica

“Problematizing “Post-Racial America” with Preservice Teachers & James Baldwin”

Presentation given at the International Conference on Urban Education (ICUE) Biennial Meeting, San Juan, Puerto Rico

Diasporans Negotiating Insider/Outsider Positionality in International Development Work

Presentation given at Annual Meeting of the American Educational Research Association, Toronto, CA