Publications & Presentations

Faculty & Sponsored Project Publications

Professor of Sociology and Education - Amy Stuart Wells

  1. Wells, A. S. (2020). Racial, ethnic, and cultural diversity across K–12 and higher education sectors: challenges and opportunities for cross-sector learning. Change: The Magazine of Higher Learning, 52(2), 56-61. https://www.tandfonline.com/doi/abs/10.1080/00091383.2020.1732787 
  2. Wells, A. S., Keener, A., Cabral, L., & Cordova-Cobo, D. (2019). The more things change, the more they stay the same: The resegregation of public schools via charter school reform. Peabody Journal of Education, 94(5), 471-492. https://www.tandfonline.com/doi/abs/10.1080/0161956X.2019.1668209 
  3. Schettino, I., Radvany, K., & Wells, A. S. (2019). Culturally responsive education under ESSA: A state-by-state snapshot. Phi Delta Kappan, 101(2), 27-30. https://journals.sagepub.com/doi/full/10.1177/0031721719879151   
  4. Wells, A. S., Parks, S., Cabral, L., Cordova-Cobo, D., & Keener, A. (2019). Children left behind: Turning education research into film. Phi Delta Kappan. https://kappanonline.org/education-research-into-film-school-reform-wells-parks/ 
  5.  Wells, A. S. (2018). The process of racial resegregation in housing and schools: The sociology of reputation. Emerging trends in social and behavioral sciences, 1-14. https://hechingerreport.org/wp-content/uploads/2019/03/ASW-Resegregtation-and-the-Sociology-of-Reputation-Final-Emerging-Trends-2018-1.pdf

Associate Professor of History and Education Policy - Ansley Erickson

  1. Erickson, A. T. (2023). Christopher Hayes, The Harlem Uprising: Segregation and Inequality in Postwar New York City New York: Columbia University Press, 2021. 353 pp. History of Education Quarterly, 63(4), 561–563. doi:10.1017/heq.2023.34 https://www.cambridge.org/core/journals/history-of-education-quarterly/article/christopher-hayes-the-harlem-uprising-segregation-and-inequality-in-postwar-new-york-city-new-york-columbia-university-press-2021-353-pp/29F7A4B03CB2F908DD9F61EE6FB64C17 
  2. Erickson, A. T. (2020). A Political Education: Black Politics and Education Reform in Chicago since the 1960s. By Elizabeth Todd-Breland. https://academic.oup.com/jsh/article/54/1/396/5571801 
  3. Erickson, A. T. (2020). How/should we generalize?. History of Education Quarterly, 60(1), 86-97. https://www.cambridge.org/core/journals/history-of-education-quarterly/article/howshould-we-generalize/5614ED2B9A18DDD0566C199C0FA81B05 
  4. Erickson, A. T., & Morrell, E. (Eds.). (2019). Educating Harlem: A century of schooling and resistance in a Black community. Columbia University Press. https://www.degruyter.com/document/doi/10.7312/eric18220-019/html 
  5. Erickson, A. T. (2019). HARYOU: An Apprenticeship for Young Leaders. In Educating Harlem: A Century of Schooling and Resistance in a Black Community (pp. 161-182). Columbia University Press. https://www.degruyter.com/document/doi/10.7312/eric18220-010/html

Professor of Technology and Education - Lalitha Vasudevan

  1. Pahl, K., Steadman-Jones, R., & Vasudevan, L. (2022). Introduction. In Collaborative Research in Theory and Practice (pp. 1-24). Bristol University Press. https://doi.org/10.51952/9781529215120.ch001 
  2. Rajan, S., Reeping, P. M., Ladhani, Z., Vasudevan, L. M., & Branas, C. C. (2022). Gun violence in K-12 schools in the United States: moving towards a preventive (versus reactive) framework. Preventive medicine, 165, 107280. https://www.sciencedirect.com/science/article/pii/S0091743522003292 
  3. Kerr, K. R., Newhouse, K., & Vasudevan, L. (2020). Participatory, multimodal ethnography with youth. In Critical Youth Research in Education (pp. 40-59). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780429277863-4/participatory-multimodal-ethnography-youth-kristine-rodriguez-kerr-katherine-newhouse-lalitha-vasudevan 
  4. Vasudevan, L. (2020). Three Moments in Teaching with/in Arts Practices. Research in the Teaching of English, 55(2), 192-196. https://www.proquest.com/docview/2471511458?pq-origsite=gscholar&fromopenview=true&sourcetype=Scholarly%20Journals 
  5. Vasudevan, L., & Riina‐Ferrie, J. (2019). Collaborative filmmaking and affective traces of belonging. British Journal of Educational Technology, 50(4), 1560-1572. https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.12808

Associate Professor of English Education - Limarys Caraballo

  1. Filipiak, D., & Caraballo, L. (2023). Exploring (r) evolutionary college-going literacies with immigrant youth in a youth participatory action research (YPAR) seminar. English Teaching: Practice & Critique, 22(3), 349-367. https://www.emerald.com/insight/content/doi/10.1108/ETPC-10-2022-0160/full/html 
  2. Caraballo, L. (2022). YPAR as figured world: Co-authoring identities, literacies, and activism. In Drawing on Students’ Worlds in the ELA Classroom (pp. 119-141). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003246886-8/ypar-figured-world-limarys-caraballo 
  3. Beach, R., & Caraballo, L. (2022). Drawing on students’ worlds in the ELA classroom: Toward critical engagement and deep learning. Routledge. 
  4. Zaino, K., Caraballo, L., Bigelow, T., Coleman, M., Inderjeit, A., & Wright, N. (2022). “Regardless, my students and I pressed on”: How early-career teachers develop activist identities. Peabody Journal of Education, 97(5), 567-583. https://www.tandfonline.com/doi/abs/10.1080/0161956X.2022.2125758
  5. Beach, R., & Caraballo, L. (2021). Reflecting on languaging in written narratives to enact personal relations. English Teaching: Practice & Critique, 20(4), 521-533. https://www.emerald.com/insight/content/doi/10.1108/ETPC-11-2019-0157/full/html

Clifford Brewster Upton Professor of Mathematical Education - Erica Walker

  1. Leonard, J., Walker, E. N., Bloom, V. R., & Joseph, N. M. (2020). Mathematics literacy, identity resilience, and opportunity sixty years since Brown v. Board: Counternarratives of a five-generation family. Journal of Urban Mathematics Education, 13(1B), 12-37. https://jume-ojs-tamu.tdl.org/JUME/article/view/405 
  2. Hidden in plain sight: Mathematics teaching and learning through a storytelling lens. NAM Cox-Talbot Address at the Joint Mathematics Meetings (January 2018). San Diego, CA.
  3. Walker, E. N. (2017). Excellence and devotion: Black women in mathematics in the United States. Women in mathematics: Celebrating the centennial of the Mathematical Association of America, 103-120. https://link.springer.com/chapter/10.1007/978-3-319-66694-5_6 
  4. Walker, E. N. (2016). The importance of communities for mathematics learning and socialization. Journal of Urban Mathematics Education, 9(2).
  5. Borum, V., Hilton, A. A., & Walker, E. (2016). The role of Black colleges in the development of mathematicians. Journal of Research Initiatives, 2(1), 6. https://digitalcommons.uncfsu.edu/jri/vol2/iss1/6/

Senior Associate Director of Research - Sonali Rajan

  1. Rajan S, Reeping PM, Ladhani Z, Vasudevan LM, & Branas CC. (2022). Gun violence in K-12 schools in the United States: Moving towards a preventive (versus reactive) framework. Preventive Medicine, published online ahead of print.
  2. Rajan S. (2022). Pursuing an evidence-informed approach to the prevention of gun violence. In press at the American Journal of Public Health.
  3. Martin R, Rajan S, Shareef F, Xie K, Allen K, Zimmerman M, & Jay J. (2022). Racial disparities in child exposure to neighborhood firearm violence before and during the COVID-19 pandemic. In press at the American Journal of Preventive Medicine.
  4. Grummitt L, Kelly E, Barrett E, Rajan S, Newton N, & Keyes K. (2022). Clustering childhood adversity in the U.S. and associations with mental health and substance use among youth. In press at the American Journal of Preventive Medicine.
  5. Bancalari P, Sommer M, & Rajan S. (2022). Community gun violence exposure among urban youth: An overlooked externality of the endemic of gun violence in the United States. Adolescent Research Review, published online ahead of print.

Senior Associate Director of Schools & Community Engagement - Christopher Emdin

  1. Souto-Manning, M., & Emdin, C. (2023). On the harm inflicted by urban teacher education programs: Learning from the historical trauma experienced by teachers of color. Urban Education, 58(6), 1238-1270. https://journals.sagepub.com/doi/full/10.1177/0042085920926249 
  2. Levy, I. P., Emdin, C., & Adjapong, E. (2022). Lyric writing as an emotion processing intervention for school counselors: Hip-Hop Spoken Word Therapy and Motivational Interviewing. Journal of Poetry Therapy, 35(2), 114-130. https://www.tandfonline.com/doi/abs/10.1080/08893675.2021.2004372 
  3. Emdin, C. (2021). Ratchetdemic: Reimagining academic success. Beacon Press. 
  4. Emdin, C. (2020). A ratchetdemic reality pedagogy and/as cultural freedom in urban education. Educational Philosophy and Theory, 52(9), 947-960. https://www.tandfonline.com/doi/abs/10.1080/00131857.2019.1669446
  5. Emdin, C., Adjapong, E., & Levy, I. P. (2021, July). On science genius and cultural agnosia: Reality pedagogy and/as Hip-Hop rooted cultural teaching in STEM Education. In The Educational Forum (Vol. 85, No. 4, pp. 391-405). Routledge. https://www.tandfonline.com/doi/abs/10.1080/00131725.2021.1957636

Lecturer in Early Childhood Education - Rachel E. Talbert

  1. Ali, A. I., & Talbert, R. L. (2024). Accountable to whom? Relational accountability in social research. Anthropology & Education Quarterly. https://anthrosource.onlinelibrary.wiley.com/doi/full/10.1111/aeq.12495 
  2. Talbert, R. (2023). “To Know There's Other Indigenous People in Your School is Nice”: Urban Indigenous Civic Identity. Urban Education, 00420859231162903. https://journals.sagepub.com/doi/full/10.1177/00420859231162903 
  3. Conrad, J., Talbert, R., Hall, B., Stanton, C., & Davis, A. (2023). Pulling together: Participatory modes and Indigenous roads to enact anticolonial responsibility in social studies research. Theory & Research in Social Education, 1-29. https://www.tandfonline.com/doi/abs/10.1080/00933104.2023.2209530 
  4. Talbert, R. (2023). Civic sovereignty: Indigenous civic constructs in public school spaces. Teachers College Record, 125(9), 166-197. https://journals.sagepub.com/doi/full/10.1177/01614681231216781 
  5. Sheppard, M., Wolfinger, M. E., & Talbert, R. (2021). Leading from the start: preservice teachers’ conceptions of teacher leadership. Teaching Education, 32(4), 371-387. https://www.tandfonline.com/doi/abs/10.1080/10476210.2020.1772226 

Associate Professor of English Education - Yolanda Sealey Ruiz

  1. Price-Dennis, D., & Sealey-Ruiz, Y. (2021). Advancing racial literacies in teacher education: Activism for equity in digital spaces. Teachers College Press
  2. Sealey-Ruiz, Y. (2021). The peace chronicles. Kaleidoscope Vibrations LLC.
  3. Sealey-Ruiz, Y. (2020). Love from the vortex and other poems. Kaleidoscope Vibrations LLC.
  4. Hucks, D. C., Sealey-Ruiz, Y., Showmuni, V., Carothers, S. C., & Lewis, C. (2022). Purposeful teaching and learning in diverse contexts: Education for access, equity, and achievement. Information Age Publishing.
  5. Ellis, A. Bryan, N., Sealey-Ruiz, Y., Toldson, I., & Emdin, C. (2021). The Impact of classroom practices: Teacher educators’ reflections or culturally relevant teaching. Information Age Publishing.

Director, Edmund W. Gordon Institute for Urban and Minority Education - Ezekiel Dixon-Román

Books 

Dixon-Román, E., Lee, C.D., Madhubuti, H.R., Rice, D.W. (Eds.) 2023. Black Radical Love: A New Black Reconstruction through the Thought & Activism of Edmund W. Gordon. Chicago IL: Third World Press.

Dixon-Román, E. 2017. Inheriting Possibility: Social Reproduction and Quantification in Education. Minneapolis MN: University of Minnesota Press.

Dixon-Román, E. & Gordon, E. W. (Eds.) 2012. Thinking Comprehensively About Education: Spaces of Educative Possibility and Their Implications for Public Policy. New York NY: Routledge.

Select Journal Articles

Nichols, T. P., & Dixon-Román, E. (Accepted). “Platform governance and education policy: Power and politics in emerging edtech ecologies.” Educational Evaluation & Policy Analysis.

Dixon-Román, E. with Arlene Fernandez, Julian Quiros, & Nicole Sansone. 2022. Diffracting Boundaries: Toward Post-Philosophies of Quantification and the Black Radical Tradition. Qualitative Inquiry (For a Special Issue on “Post-Philosophies”).

Dixon-Román, E. with Ramon Amaro. 2021. “Haunting, Blackness, & Algorithmic Thought.” e-flux journal 123: 1-11.  (special issue on “Dialogues on Recursive Colonialism, Speculative Computation, and the Techno-Social.”) https://www.e-flux.com/journal/123/437244/haunting-blackness-and-algorithmic-thought/

Dixon-Román, E. with Jasbir Puar. 2021. “Mass Debilitation & Algorithmic Governance.” e-flux journal 123: 1-11.  (special issue on “Dialogues on Recursive Colonialism, Speculative Computation, and the Techno-Social.”) https://www.e-flux.com/journal/123/436945/mass-debilitation-and-algorithmic-governance/

Jocson, K. & Dixon-Román, E. 2021. Becoming Shuri: CTE, Racializing Affect, and the Becoming-Technologist. Reading Research Quarterly 56(2): 257-271.

Parisi, L. & Dixon-Román, E. 2020. Recursive Colonialism & Cosmo-Computation. Social Text Online. 

Dixon-Román, E. 2020. A Haunting Logic of Psychometrics: Toward the Speculative and Indeterminacy of Blackness in Measurement. Educational Measurement: Issues and Practice 39(3): 94-96.

Dixon-Román, E., Phil Nichols, & Ama Nyame-Mensah. 2020. The Racializing Forces of/in AI Educational Technologies. Learning, Media & Technology 45(3): 236-250. (Special Issue on “AI and Education: critical perspectives and alternative futures”)

Dixon-Román, E., Nyame-Mensah, Ama, and Russell, Allison. 2019. Algorithmic Legal Reasoning as Racializing Assemblages. Computational Culture: A Journal of Software Studies 7: 1-41. http://computationalculture.net/algorithmic-legal-reasoning-as-racializing-assemblages/.

Leonardo, Z., and Dixon-Román, E. 2018. Post-Colorblindness; Or, Racialized Speech after Symbolic Racism. Educational Philosophy and Theory 50(14): 1386.

Dixon-Román, E. 2017. Regenerative Capacities: New Materialisms, Inheritance, and Biopolitical Technologies in Education Policy. Equity & Excellence in Education 50(4): 434-445.

Dixon-Román, E. 2017. Toward A Hauntology on Data: On The Sociopolitical Forces of Data Assemblages.Research in Education 98(1): 44-58.

de Freitas, E., and Dixon-Román, E. 2017. The computational turn in education research: Critical and creative perspectives on the digital data deluge. Research in Education 98(1): 3-13.

Dixon-Román, E. 2016. Diffractive Possibilities: Cultural Studies and Quantification. Transforming Anthropology24(2):157-167.

de Freitas, E., Dixon-Román, E., and Lather, P. (listed alphabetically) 2016. Alternative Ontologies of Number: Rethinking the Quantitative in Computational Culture. Cultural Studies-Critical Methodologies 16(5): 431-434.

Dixon-Román, E. 2016. Algo-Ritmo: More-Than-Human Performative Acts and the Racializing Assemblages of Algorithmic Architectures. Cultural Studies-Critical Methodologies 16(5):482-490.

Select Book Chapters

Dixon-Román, E. (In Press) “Algorithmic Governance & Racializaing Affect.” in Affect Theory Reader 2: Worlding, Tensions, Futures. Gregory Seigworth & Carolyn Pedwell (eds.). Durham, NC: Duke University Press.

Dixon-Román, E. 2023. “Exteriority, Black Noise & the Computational Accident.” In J. Brouwer & S. V. Tuinen (Eds.), technological accidents, accidental technologies. Rotterdam NL: V2_PUBLISHING.

Madaio, Michael, Mayfield, Elijah, Blodgett, Su Lin, & Dixon-Román, Ezekiel. 2023. “ Beyond “Fairness:” Structural (In)Justice Lenses on AI for Education" In Wayne Holmes and Kaśka Porayska-Pomsta (Eds.), The Ethics of AI in Education: Data, algorithms, equity and biases, in educational contexts.

Parisi, L., & Dixon-Román, E. 2020. Data capitalism, sociogenic prediction and recursive indeterminacies. In P. Mörtenböck and H. Mooshammer (Eds.), Data Publics: Public Plurality in an Era of Data Determinacy. (pp. 48-62). New York, NY: Routledge.

Dixon-Román, E., Jackson, John L., & McKinney de Royston, M. 2020. Deconstructing the Quantitative-Qualitative Divide: Toward A New Empiricism. In Handbook of the Cultural Foundations of Learning. Na’ilah Nasir, Carol D. Lee, Roy Pea, and Maxine McKinney de Royston (Eds.). New York, NY: Routledge.

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