(more to come)
Detra Price-Dennis is an Assistant Professor in Elementary Inclusive Education at Teachers College, Columbia University. As a teacher educator, Price-Dennis focuses her work on digital literacy pedagogies that seek to create and sustain equitable learning environments for students from marginalized populations. She is interested in the sociopolitical and sociocultural aspects of literacy learning and engagement among middle childhood students, as well as teacher preparation. Her research interests also include critical perspectives on children’s and young adult literature.
Sonya Douglass Horsford is Associate Professor of Education Leadership and Senior Research Associate at the Institute of Urban and Minority Education (IUME) at Teachers College, Columbia University. Her research focuses broadly on the history and politics of race, inequality, and leadership in U.S. education and has been funded by the Spencer Foundation and published in Educational Administration Quarterly, Journal of School Leadership, Teachers College Record, Theory Into Practice, International Journal of Education Management, Urban Education, and The Urban Review. She is editor of three books including New Perspectives in Education Leadership: Exploring Social, Political, and Community Contexts and Meaning (Peter Lang, 2010) and author of Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration (Teachers College Press, 2011), which received a 2013 American Educational Studies Association Critics’ Choice Award. Prior to joining Teachers College, Horsford served on the education leadership faculty at George Mason University and University of Nevada, Las Vegas, where she also served as Senior Resident Scholar of Education at The Lincy Institute. Current projects explore the paradox of “race” in education research and leadership, Black education and leadership studies, and the politics of equity, diversity, and the school superintendency
Dr. Mariana Souto-Manning is a professor at Teachers College, Columbia University. She is a former preschool and primary grades teacher and now works with teachers, schools, and districts throughout the world supporting their development of culturally relevant, multicultural, racially just, and critical teaching. She is committed to preparing teachers to design and carry out fully inclusive, culturally relevant, and racially just education, so that they can successfully work with young children of color with and without dis/abilities, from low-income, immigrant, and bilingual backgrounds in rich ways. Mariana is author of the award-winning book Multicultural Teaching in the Early Childhood Classroom: Tools, Strategies and Approaches (Teachers College Press, 2013) and co-author of the newly released Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners (Teachers College Press, 2016).
Dr. Felicia Moore Mensah is Professor of Science Education and past Program Coordinator of the Science Education Program at Teachers College, Columbia University. Appointed as Senior Advisor to the Provost for Student Affairs, Professor Mensah is serving as a liaison between administration and the student body. Professor Mensah received her doctorate in Science Education from Florida State University (May 2003) and postdoctoral fellow in the Center for Curriculum Materials in Science at Michigan State University (June 2003-July 2005). Professor Mensah’s research in science education focuses on diversity, equity, and science teacher identity as well as gender issues and teacher professional development in STEM education.
Dr. Yolanda Sealey-Ruiz, (Ph.D., New York University) is as an Associate Professor of English Education at Teachers College, Columbia University. Yolanda is a former Research Associate with the NYU Metropolitan Center for Urban Education, and has worked for Business Week, The New York Times, and New York University in Marketing and Promotion positions. Her research interests include racial literacy development in urban teacher education (with a specific focus on the education of Black and Latino males), literacy practices of Black girls, and Black female college reentry students. Yolanda’s work has appeared in several top-tier academic journals. Yolanda is co-editor of three books including (with Chance W. Lewis and Ivory A. Toldson) Teacher Education and Black Communities: Implications for Access, Equity, and Achievement (IAP). At Teachers College, she is founder and faculty sponsor of the Racial Literacy Roundtables Series where for eight years, national scholars, doctoral, and pre-service and in-service Master’s students, and young people facilitate informal conversations around race and other issues involving diversity and teacher education for the Teachers College/Columbia University community. She is also the co-founder of the Teachers College Civic Participation Project which concerns itself with the educational well-being of young people involved with the juvenile justice and foster care systems in New York. Yolanda and two of her students appeared in Spike Lee’s “2 Fists Up: We Gon’ Be Alright” (2016), a documentary about the Black Lives Matter movement and the campus protests at Mizzou.
Erica N. Walker Professor of Mathematics Education at Teachers College, Columbia University. An award-winning former public high school mathematics teacher from Atlanta, Georgia, she earned her doctorate in education from Harvard University. Her research focuses on the social and cultural factors as well as educational policies and practices that facilitate mathematics engagement, learning, and performance, especially for underserved students. Recognized by the Mathematical Association of America and the Association for Women in Mathematics for her scholarship and practice, she collaborates with teachers, schools, districts, organizations, and media outlets to promote mathematics excellence and equity for young people. Her work has been published in journals such as the American Education Research Journal, Journal for Research in Mathematics Education, Educational Leadership, and the Urban Review. Professor Walker serves on several editorial boards and is the author of two books: Building Mathematics Learning Communities: Improving Outcomes in Urban High Schools (published by Teachers College Press in 2012) and Beyond Banneker: Black Mathematicians and the Paths to Excellence, published by SUNY Press in 2014.
Amy Stuart Wells, the Director of the Reimagining Education Summer Institute and a Professor of Sociology and Education at Teachers College, Columbia University. She is also the Director of the Center for Understanding Race and Education (CURE) and co-Director of the Public Good, a non-profit public school support organization for racially and ethnically diverse schools. In February, 2016, Wells and her colleagues published a Century Foundation report titled, How Racially Diverse Schools and Classrooms Can Benefit All Students. For the last 25 years, her research and writing has focused broadly on issues of race and education and more specifically on educational policies such as school desegregation, school choice, charter schools, and tracking and how they shape and constrain opportunities for students of color. Wells’ on-going research project, “Metro Migrations, Racial Segregation and School Boundaries,” examines urban and suburban demographic change and the role that public schools and their boundaries play in who moves where. The final report from the suburban research phase of that project, Divided We Fall: The Story of Separate and Unequal Suburban School Districts 60 years after Brown, was published in Spring 2014; related articles were published in the Washington Post Answer Sheet, The Atlantic CitiLab, and Long Island Newsday.
Wells is also the recipient of several honors and awards. She is a member of the National Academy of Education (2014 inductee), a Fellow of the American Educational Research Association (2013 inductee), 2007-2008 Fellow at Stanford’s Center for Advanced Study in the Behavioral Sciences; a 2001-02 Fellowship from the Carnegie Corporation's Scholars Program; the 2000 Julius & Rosa Sachs Lecturer, Teachers College-Columbia University; and the 2000 AERA Early Career Award for Programmatic Research. In 1999-2000 she was a Russell Sage Visiting Scholar. In 1995-96 she was a National Academy of Education-Spencer Foundation Post-doctoral fellow, and 1990-91 she was a Spencer Dissertation Fellow.
Jeffrey M. Young is a Professor of Practice in Education Leadership at Teachers College, Columbia University. Before joining the faculty at TC, Dr. Young served as Superintendent of Schools in Cambridge, MA from 2009 through 2016, following terms as Superintendent in Newton, Lexington and Lynnfield, MA. He began his career in education as an English teacher, Department Chair, and Curriculum Coordinator in Brookline, MA. Dr. Young was a member of the Adjunct Faculty at the Boston University School of Education and has delivered talks at various institutions of higher learning as well as at the International Education Conference in Beijing, China. Among his distinctions, he has been recognized by the Massachusetts Association of School Superintendents with the President’s Award; Brandeis University with the Levitan Award for Leadership; and the Cambridge NAACP with the Martin Luther King, Jr. Award for his work “to provide an effective, innovative education to ALL of Cambridge’s children regardless of race or class.” Dr. Young received a B.A. in English and American Literature from Brandeis University, a Masters Degree in Education from Tufts University, and a Doctorate in Education from the Harvard Graduate School of Education. As a new member of the TC faculty, Dr. Young is struggling with his identity as a fan of the Boston Red Sox.
Dr. Christopher Emdin is an Associate Professor in the Department of Mathematics, Science andTechnology at Teachers College, Columbia University; where he also serves as Director of Science Education at the Center for Health Equity and Urban Science Education. He is also the Associate Director of the Institute for Urban and Minority Education at Teachers College, Columbia University. He is the author of numerous books and articles, most recently For White Folks Who Teach in the Hood…and the Rest of Y’all Too: Reality Pedagogy and Urban Education.
He is an alumni fellow at the Hutchins Center at Harvard University, and currently serves as Minorities in Energy Ambassador for the U.S. Department of Energy and the STEAM Ambassador for the U.S. Department of State. Dr. Emdin is a social critic, public intellectual and science advocate whose commentary on issues of race, culture, inequality and education have appeared in dozens of influential periodicals including the New York Times, Wall Street Journal, and Washington Post.
Ansley T. Erickson is a historian who focuses on educational inequality and urban and metropolitan history. Her first book, Making the Unequal Metropolis: School Desegregation and Its Limits (University of Chicago Press, 2016) tells the story of persistent inequality in Nashville, Tennesee's metropolitan school district during periods of segregation and desegregation. Her articles have appeared in the American Journal of Education, History of Education Quarterly, Journal of Urban History, and Teachers College Record (forthcoming).
With Professor Ernest Morrell of TC's Institute for Urban and Minority Education, Erickson leads the Educating Harlem project, a collaborative investigation into the history of education in 20th century Harlem. Educating Harlem includes an edited volume under contract with Columbia University Press, a digital history project, and youth participatory history program.
Erickson was a National Academy of Education/Spencer Postdoctoral Fellow in 2011-2013, and has held research fellowships from the Spencer Foundation and the Eisenhower Institute among others. She currently serves on the editorial board of the History of Education Quarterly and Theory and Research in Education, and was chair of the History of Education Society Outstanding Book Prize committee in 2015-16.
Earlier in her career, Erickson taught history and conducted ethnographic research in New York City schools and worked at two national education organizations. She also has experience in historical documentary film and public history consulting.