Black Lives Matter in Literacy Research

Thursday, December 3 from 4:45 - 5:45 PM Central


Abstract

In 2016, LRA endorsed The Role of Literacy Research in Racism and Racial Violence, which asserts: Issues of racism are not peripheral to literacy research, and literacy research need not remain peripheral to issues of racism. The Literacy Research Association resolves that we will not ignore issues of racism and become complicit in the perpetuation of racial inequities, neither in the field nor in the organization itself.

Communities worldwide continue to experience social unrest tied to anti-Black violence and anti-Black racism.  Folks from all walks of life have taken to the streets to call for change.  In this fireside chat session, a panel of Black researchers will lead, from the perspective of Black Lives Matter, a candid discussion about the role that literacy research can play in this movement. Following a question-answer period with a moderator, the conversation will open for audience participation. In keeping with LRA’s Strategic Plan, the goal of the session is to imagine collaborative research that is ethical, rigorous, methodologically diverse, and socially responsible, and that specifically centers on the belief that Black Lives Matter.

Let’s collaborate for impact! 


 Eurydice Bauer - Discussant

Eurydice Bauer is a professor and the John E. Swearingen Chair of Education at the University of South Carolina.  Bauer’s research focuses on the language and literacy development of culturally and linguistically diverse students.  One of her research areas focuses on African American students in dual language programs in the U.S. She serves as Director of Bilingualism Matters at USC, a center that engages the local community and the state on the benefits of bilingualism. Dr. Bauer served as co-editor to LRTMP and is currently an editor of the Journal of Literacy Research.


Marcus Croom

Dr. Croom uses research and experience to help individuals and groups develop racial literacies and thereby advance the justice, diversity, equity, and inclusion efforts of schools, universities, businesses, organizations, and communities. Croom's recent publications include: If "Black Lives Matter in Literacy Research," then Take this Racial Turn: Developing Racial Literacies (Croom, 2020); Meet Me at the Corner: The Intersection of Literacy Instruction and Race for Urban Education (Croom, 2020); and Literacies of Interrogation and Vulnerability: Reimagining Preservice Teacher Preparation Designed to Promote Social Justice in Education (Croom, Flores & Kamberelis, 2019). Connect with Dr. Croom today on Twitter (@MarcusCroom), Instagram and Facebook (IamMarcusCroom), as well as ResearchGate (https://www.researchgate.net/profile/Marcus_Croom).


Vivian Gadsden

Vivian L. Gadsden is the William T. Carter Professor of Child Development and Education and Director of the National Center on Fathers and Families at the University of Pennsylvania. She is also on the faculties of Africana Studies and of Gender, Sexuality, and Women’s Studies. Gadsden’s research and scholarly interests focus on literacy and learning among children, parents, and families across the life-course, from early childhood through the aging process, focusing on new conceptualizations and approaches to effect change for children and families at the greatest risk for academic and social vulnerability. Her conceptual framework, family cultures, examines the interconnectedness across families’ political, cultural, and social histories and racialized identities, social and health practices, and literacy processes. Gadsden served as the chair of The National Academies of Sciences, Engineering, and Medicine’s Committee on Supporting Parents of Young Children, and was lead author of the Committee’s report, Parenting Matters. She has held leadership positions in the Society for Research in Child Development and has served on several Congresssionally-mandated review committees. Gadsden was also Co-Editor-in-Chief of Educational Researcher and the Review of Research in Education and has published numerous journal articles, book chapters, and booklength volumes, including books on literacy and African American youth; incarcerated parents in the lives of children, families, and communities; and risk, equity, and schooling. She is co-editor of two forthcoming works on early childhood and families, one with Beth Graue, Sharon Ryan, and Felice Levine and a second with Christine McWayne. Gadsden is a former president of the American Educational Research Association (AERA), a Fellow of AERA, and a member of the National Academy of Education. She earned her doctorate from the University of Michigan.


Carol Lee

Carol D. Lee is Professor Emeritus of Education in the School of Education and Social Policy and in African-American Studies at Northwestern University in Evanston, Illinois, U.S.A. She received her Ph.D. from the University of Chicago. She is a past president of the American Educational Research Association (AERA), AERA’s past representative to the World Educational Research Association, past vice-president of Division G (Social Contexts of Education) of the American Educational Research Association, past president of the National Conference on Research in Language and Literacy, and past co-chair of the Research Assembly of the National Council of Teachers of English. She is a member of the National Academy of Education in the United States, the American Academy of Arts and Sciences, a fellow of the American Educational Research Association, a fellow of the National Conference on Research in Language and Literacy, and a former fellow at the Center for Advanced Studies in the Behavioral Sciences. She is a recipient of the Distinguished Service Award from the National Council of Teachers of English, Scholars of Color Distinguished Scholar Award from the American Educational Research Association, the Walder Award for Research Excellence at Northwestern University, the Distinguished Alumni Award from the College of Liberal Arts at the University of Illinois-Urbana, The President’s Pacesetters Award from the American Association of Blacks in Higher Education, the Lifetime Achievement Award from the American Association of Colleges of Teacher Education and an honorary doctorate from the University of Pretoria, South Africa. She has led three international delegations in education on behalf of the People to People’s Ambassador Program to South Africa and the People’s Republic of China. She is the author or co-editor of three books, the most recent Culture, Literacy and Learning: Taking Bloom in the Midst of the Whirlwind, 4 monographs, and has published over 62 journal articles and book or handbook chapters in the field of education. Her research addresses cultural supports for learning that include a broad ecological focus, with attention to language and literacy and African-American youth. Her career spans a 50-year history, including work as an English Language Arts teacher at the high school and community college levels, a primary grade teacher, and a university professor. She is a founder of four African centered schools that span a 48-year history, including three charter schools under the umbrella of the Betty Shabazz International Charter Schools where she serves as chair of the Board of Directors. She is married to Dr. Haki R. Madhubuti, poet and publisher of Third World Press, and is the mother of three adult children and four grandchildren, and together they have six adult children and eight grandchildren.


Vaughn W. M. Watson

Vaughn W. M. Watson is an Assistant Professor of English Education in the Department of Teacher Education at Michigan State University. His research focuses on the interplay of literacy practices of youth of color and emerging forms of youth’s civic engagement, across social, cultural, and geographic contexts of classrooms and communities. Vaughn is a 2020 NAED/Spencer Postdoctoral Fellow, and 2012-2014 National Council of Teachers of English, Cultivating New Voices Among Scholars of Color fellow. His recent publications include "Humanizing the Black immigrant body: Envisioning Diaspora literacies of youth and young adults from West African countries" with Dr. Michelle G. Knight-Manuel in Teachers College Record, and "'This is America': Examining artifactual literacies as austere love across contexts of schools and everyday use" with Dr. Joanne E. Marciano in The Urban Review. Vaughn previously taught English at a public performing-and-visual arts secondary school in New York City.

 


 Kamania Wynter-Hoyte

Kamania Wynter-Hoyte, Ph.D., is an assistant professor in the Department of Instruction of Teacher Education at University of South Carolina. She is the recipient of 2018 Early Childhood Assembly’s Early Literacy Educator of the Year Award through National Council Teachers of English. Kamania’s scholarship is anchored in anti-racist pedagogies that foster liberation in teacher education and early childhood spaces. She has published in International Critical Childhood Policy Studies Journal, Teachers College Record, and Journal of Negro Education. Two of her most recent articles are “Hey, Black Child. Do you Know Who You Are?” Using African Diaspora Literacy to Humanize Blackness in Early Childhood Education published in Journal of Literacy Researchand Liberatory praxis in preservice teacher education: claiming Afrocentrism as foundational in critical language and literacy teaching published in International Journal of Qualitative Studies in Education.