Jane Bean-Folkes is a researcher and practitioner in the department of Language, Literacy & Special Education at Rowan University. She spends her days working in K-8 classrooms with students, teachers, and administrators from diverse backgrounds in high-poverty areas of New York City and across the United States. Her work is based on a deep knowledge of reading, writing, listening, speaking, and language study standards in order to plan instruction that meets the needs of all learners. Her other publications include “The Why Behind Teacher Research” (Childhood Education, 2011) and “Culturally Diverse Children’s Books for Your Classroom Library” (NCTE, School Talk, 2011).
Shanesha R. F. Brooks-Tatum (Co-Editor)
Shanesha R. F. Brooks-Tatum is postdoctoral research and instruction fellow at the Atlanta University Center Robert W. Woodruff Library. The Holy Hip-Hop Movement: Negotiating Religious and Secular Politics in Atlanta and Detroit, her book-in-progress, examines sacred-secular tensions and artistic techniques in Christian hip-hop and spoken-word performance poetry. Her teaching and research interests include Black popular culture, women’s and gender studies, U.S. and Black literature, Black religion and spirituality, and performance studies. She has published works on Christian hip-hop, spoken-word poetry, and Black popular culture, and is an alumna of the University of California, Berkeley and the University of Michigan, Ann Arbor.
Jamal R. Burke
Jamal R. Burke was born in Southfield, Michigan and raised in Detroit. He is a recent graduate of Wayne State University, earning a bachelor’s degree in criminal justice. A recent transplant to Washington, D.C., his post-graduation plans include joining the military and writing a screenplay.
Gregory L. Caldwell
Gregory L. Caldwell is a Ph.D. candidate in the History of Consciousness Program at University of California, Santa Cruz. His research is focused on how processes of subject formation among African Americans—for both the social and political subject–have been influenced by enslavement, shifts in geography, and the emergence of the prison-industrial complex. He is particularly interested in the African American–Black radical tradition and how that tradition takes form in the post–civil rights era.
Shawn Anthony Christian
Shawn Anthony Christian is associate professor of English, African American studies, and American studies at Wheaton College in Norton, Massachusetts, where he also directs the Summer Institute for Literary and Cultural Studies (SILCS). In addition to publications on the Harlem Renaissance and James Baldwin, his current research focuses on the artistic collaborations of African American writers.
Alfred W. DeFreece, Jr.
Alfred W. DeFreece, Jr. is assistant professor of sociology at Roosevelt Chicago. University in Chicago. He holds a B.A. from Hunter College, City University of New York, and earned his Ph.D. in sociology from the University of Michigan, Ann Arbor in spring 2011. Specializing in race, youth cultural production, and urban education, he teaches courses on race and ethnicity, research methods, sociology of education, and urban sociology. His research interests include youth development, qualitative methods, racial ideology, and the philosophy and practice of place-based education. He is on the advisory board for the Mansfield Institute for Social Justice and Transformation at Roosevelt, and serves as a co-founding member of the Boggs Educational Center in Detroit, Michigan.
Keisha L. Green
Keisha L. Green earned her Ph.D. in educational studies at Emory University, where she specialized in literacy, language, and culture. Currently, she is Presidential Postdoctoral Fellow at Rutgers University in the Graduate School of Education. Her most recent study focused on the intersection of youth radio, literacy, and civic engagement. Drawing on her interest in arts and activism, youth culture, and the school-to-prison pipeline, Keisha is the author of “Our Lyrics Will Not Be on Lockdown: An Arts Collective’s Response to an Incarceration Nation,” which documents the work of Blackout Arts Collective. She is currently writing an autoethnographic essay about her concept of double-dutch methodology to describe shifting researcher positionalities for a volume on humanizing qualitative research.
Marcelle M. Haddix
Marcelle M. Haddix is assistant professor of English education in the Language Arts Center at Syracuse University. Her scholarly interests center on the study of literacy, language, and culture in the context of K–12 and teacher education. Her work has been featured in Research in the Teaching of English, Language and Education, and the Journal of Adolescent and Adult Literacy. She was awarded the 2010 Promising Researcher Award by the National Council of Teachers of English, as well as the 2011 AERA Language and Social Processes SIG Early Career Award.
Marc Lamont Hill
Marc Lamont Hill is one of the leading hip-hop generation intellectuals in the country. Dr. Hill has lectured widely and provides regular commentary for media outlets such as NPR, Washington Post, Essence magazine, and the New York Times. He is the host of the nationally syndicated television show Our World With Black Enterprise. He also provides regular commentary for CNN, MSNBC, and Fox News Channel, where he was a political contributor and regular guest on The O’Reilly Factor. An award-winning writer, Dr. Hill is a columnist and editor-at-large for the Philadelphia Daily News. Since 2009, Dr. Hill has been on the faculty of Columbia University as associate professor of education at Teachers College. He also holds an affiliated faculty appointment in African American Studies at the Institute for Research in African American Studies at the same institution.
Zandra L. Jordan
Zandra L. Jordan is assistant professor of rhetoric and composition at Spelman College. A recipient of the National Council of Teachers of English’s Early Career Educator of Color Leadership Award, she coordinates First-Year Composition, co-directs Spelman’s electronic portfolio initiative (SpEl.Folio), and co-convenes the Ida B. Wells-Barnett Collaborative, a group of faculty across the disciplines who promote interdisciplinary teaching and learning. Dr. Jordan regularly teaches courses in composition, argumentation, critical studies in English, and ethnographic writing (an original course cross-listed in the Departments of Sociology and Anthropology). Her research focuses on African American language, literacies and rhetoric in college writing, and the Black church. She presents annually at writing conferences, conducts faculty workshops on e-portfolios and, as an ordained minister, preaches for worship services and special occasions.
Karen Keaton Jackson
Karen Keaton Jackson is associate professor of English at North Carolina Central University in Durham, North Carolina, where she teaches a variety of undergraduate and graduate composition courses and directs the Writing Studio and University Writing Program. She received her B.S. in English secondary education from Hampton University in Virginia and her M.A. and Ph.D. in English composition and rhetoric from Wayne State University in Detroit, Michigan. Her research interests include literacy, race, and identity and how they intertwine in the urban writing classroom. From 2007 to 2008 she served on the executive board of the International Writing Center Association, and from 2006 to 2010 she served on the executive board for the Southeastern Writing Center Association. Her publications include a co-edited collection entitled Closing the Gap: English Educators Address the Tensions Between Teacher Preparation and Teaching Writing in Secondary Schools.
Kafi Damali Kumasi
Kafi Damali Kumasi is assistant professor at Wayne State University’s School of Library and Information Science. As a former urban school teacher and librarian, Kumasi’s scholarly interests are broadly situated around issues of adolescent literacy, school librarianship, and urban studies. Most recently, Kumasi has been instrumental in bringing the school’s Certificate in Urban Libraries to fruition, and developed a class on social and cultural competencies for library and information professionals.
Zeus Leonardo is associate professor in social and cultural studies in affiliated education and affiliated faculty of the Critical Theory Designated Emphasis at the University of California, Berkeley. Leonardo has published several dozen articles and book chapters on race and social theory. He is the author of Ideology, Discourse, and School Reform, editor of Critical Pedagogy and Race, and co-editor of Charting New Terrains of Chicano(a)/Latino(a) Education. His articles have appeared in Educational Researcher; Race Ethnicity & Education and Critical Sociology, engaging debates around racial contestation and education within late capitalism. His recent books are Race, Whiteness, and Education and the Handbook of Cultural Politics and Education, and the forthcoming books, Critical Frameworks on Race and Education and Racism. Leonardo’s current research interests involve the study of ideologies and discourses in education.
Kya Mangrum is a doctoral candidate at the University of Michigan, Ann Arbor. Her research explores the relationship between media, memory, and narrative in representations of the slave past.
Gloria B. Mills
Gloria B. Mills is a retired educator who spent over 35 years in the field of education. During her extensive career, she taught preschool, elementary, middle, and high school, as well as adult and community education and undergraduate college and university students. She received a bachelor’s degree in English and elementary education and a master’s degree in library science from Wayne State University. She spent ten years with the State Department of Education where she was responsible for teacher professional development and adult workplace literacy and volunteer tutor training. She developed curriculum for displaced homemakers, teen moms, laid-off auto workers, among many others. She also developed curriculum for parenting as well as child development courses.
Jonnie Perryman-Hamilton is a pediatric nurse practitioner currently employed by St. John Providence Community Health in Detroit, Michigan, at K–8 public schools. She has a diploma in nursing from Providence Hospital Contributors Reading African American Experiences in the Obama Era 271 School of Nursing, a bachelor’s of science in nursing, and a master’s degree in health service administration from the University of Detroit, and is currently a candidate for the doctorate in nursing practice at Oakland University. She is a member of Sigma Theta Tau International Honor Society of Nursing in Detroit, Michigan, the National Black Nurses Association, Chi Eta Phi Sorority, Inc., and Delta Sigma Theta Sorority, Inc. Her awards include Detroit Free Press Nurse of the Year, Advanced Practice Nurse of the Year from National Black Nurses Association, and Hometown Health Hero from the Michigan Department of Community Health, among others. She is active in the community, serving on many non-profit corporation boards.
Dale Rich (Photographer)
Dale Rich has spent over 40 years as a photojournalist, activist, researcher, and genealogist. He has researched and developed 15 television documentaries, including three that won Emmy awards. The subjects of these films include Blacks in the military, Blacks and the labor movement, Blacks in medicine, entertainment and music, and the judicial system. As a photojournalist, he has chronicled Black life in the city of Detroit as well as many state and national events. His photographs have appeared in the New York Times, the Detroit News, the Michigan Chronicle, the Michigan Citizen, and Tribe magazine. Dale has a collection of several thousand of his photographs available for research at the Walter P. Reuther Library of Labor and Urban Affairs at the Wayne State University Archives.
Ebony Elizabeth Thomas (Co-Editor)
Ebony Elizabeth Thomas is assistant professor of reading, language, and literature in the division of Teacher Education at Wayne State University. A former Detroit Public Schools teacher, her research and critical interests include the teaching of African American literatures in the Obama era, English language arts classroom interaction, adolescent literatures and literacies, and classroom discourse analysis. She has previously published her work in English Journal, The ALAN Review, and Sankofa: A Journal of African Children’s and Young Adult Literature, as well as the books A Narrative Compass: Stories That Guide Women’s Lives (University of Illinois Press, 2009) and The Pressures of Teaching (Kaplan, 2010). She is an alumna of Florida A&M University, Wayne State University, and the University of Michigan, Ann Arbor. She was selected as one of seven 2011-2012 Wayne State University Humanities Center Faculty Fellows for her current project, “Multimodal "Post-Racial" Discourses of Slavery and Freedom in Marilyn Nelson's Fortune's Bones: The Manumission Requiem."
Nutrena Watts Tate
Nutrena Watts Tate is a pediatric nurse practitioner with bachelor’s and master’s of science degrees from the University of Michigan, Ann Arbor. Her areas of expertise include pediatric nursing and pediatric advanced practice nursing in school-based, primary and acute care, sickle cell anemia, and neurology. She is a nursing doctoral candidate at Wayne State University whose dissertation research includes factors affecting weight control behaviors in African American adolescents. She has teaching experience as an assistant professor and lecturer at the University of Detroit Mercy, University of Michigan, Flint, and Wayne State University. Her honors include membership in Sigma Theta Tau International Honor Society of Nursing, the Ellen H. Toporek Award for Excellence in Pediatric Nursing from the University of Michigan, and Nurse Educator of the Year from the National Black Nurses Association.