1. Sealey-Ruiz, Y., Muhammad, G.E. & Dunmeyer, A.D. (forthcoming). Resistance and Longevity: Black Female Teachers and the Fight for Liberatory Education. In Theory into Practice themed issue: Black women’s work: Exploring pipelines, pedagogies and policies (Eds. A. Farinde, A., A. Allen-Handy, & V. Hill-Jackson).
2. Black Girls Literacies Collective (2018). In Dialogue: Collectivities. Research in the Teaching of English, 53 (2), 173-175.
3. Ohito, E.O., Watson, W., Lyiscott, J. & Sealey-Ruiz, Y. (2019). Postcript: Visions of Love in Urban Schooling, or A Love Letter from the Editors. The Urban Review, 51(1), pp. 146-148.
Features in Articles and Blogs
The field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America's classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd & James, 2008; Milner & Howard, 2004), and this educational crisis shows so signs of ending in the near future. As the population of Black students in K-12 schools in the U.S. continue to rise - currently over 16% of students in America's schools are Black (NCES, 2010) - there is an urgent need to increase the presence of Black educators.
The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation's schools, and to provide evidence-based strategies to expand our nation's pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.
This book, a collection of memoirs written by Women of Color, is shared to inspire and motivate readers. The authors of these precious, soulful stories are from across the globe and represent various backgrounds and professions. What these women have in common though, is their drive to tell their story. Stories of pain, discovery, strength, and stories of beginnings. Many of the experiences, as difficult as they may have been, made the women who they are today. Telling these stories to a new generation will empower and encourage them in their experiences no matter how troubling or challenging (Harris, 2015). These stories, like our foremothers offering their Gumbo, present the best these women have to offer. These authors want the world to know that deep inside of each of us is a rich, vibrant, purposeful beginning. As our lives develop and we are "stirred and stirred again", like Gumbo, our experiences begin to shape who we are and who we become. When the stirring is complete, a comforting meal on that says no matter what has gone into the dish, it's going to be amazingly magnificient!
The authors hope these stories will inspire and motivate girls and Women of Color to trust their experiences whether good or bad to help them become. Our becoming means that after all that life has thrown our way, we are strong, purposeful, and powerful people who are a great treasure to a world that sometimes rejects and ignores our existence. Embedded in this book are stories of abuse and triumph, sadness and victory, disappointment and resilience, discovery and victory.