Black and Latino Male Students. Critical English Education. Culturally Relevant Pedagogy. Racial Literacy in Urban teacher education. Educational trajectories of African American adult reentry women.
Recent single and co-authored books
Price-Dennis, D., & Sealey-Ruiz, Y. (2021). Advancing racial literacies in teacher education: Activism for equity in digital spaces. Teachers College Press
Sealey-Ruiz, Y. (2021). The peace chronicles. Kaleidoscope Vibrations LLC.
Sealey-Ruiz, Y. (2020). Love from the vortex and other poems. Kaleidoscope Vibrations LLC.
Recent edited books:
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.
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.
Ford, D., Lawson-Davis, J., Trotman-Frazier, M., & Sealey-Ruiz, Y. (2017). Gumbo for the soul: Liberating memoirs and stories to inspire Females of Color. Information Age Publishing.
Recent articles in referred journals
Alvarez, A. J., Sealey-Ruiz, Y. & Acosta, A. (2023) Racial trauma literacy for ELA teachers in U.S. public schools. NCTE Special Issues Series, Trauma-informed teaching: Toward responsive, humanizing classrooms (vol. 2).
*Liu, D., Beauzil, D., & Sealey-Ruiz, Y. (2023). A narrative approach to defining our identity as academic writers: Reflecting on academic language through linguistic solidarity. Multicultural Perspectives (Special issue on Radical and Liberatory Academic Writing: Speaking Truth to People and Power for Revolutionary Purpose )
*Animashaun, O., & Sealey-Ruiz, Y. (2022). Time traveling forward and backwards: Multimodal speculation as racial literacy. International Journal of Qualitative Studies in Education.
*Bell, J., Zaino, K., & Sealey-Ruiz, Y. (2023). Racial literacy entry. In L. M. Barker, D. Gorlewski, J. Gorlewski, & C. Miller (Eds.), Encyclopedia of English language arts education. Brill.
*Bell, J., & Sealey-Ruiz, Y. (2023). Politics, poetry, and the pro-Black classroom. Comparative Education Review (Special Issue on Black Lives Matter and Global Struggles for Racial Justice in Education).
*Ruiz, O. I., & Sealey-Ruiz, Y. (2023). Our journey toward racial literacy: A mother and daughter’s story. (Inaugural special issue of Journal of Adolescent and Adult Literacy titled Adolescents, Adults, and Their Literacies: Reframing Child-Parent Research).
*Bell, J., Zaino, K., & Sealey-Ruiz, Y. (2022). Diggin’ in the racial literacy crates: Equity, Excellence and Education. doi:10.1080/10665684.2022.2064354; https://doi.org/10.1080/10665684.2022.2064354
**Naputi, V., Mitchell, D., Pastrana, A., Ross, A., Hernandez-Ruiz, M., Tejeda, A., & Sealey-Ruiz, Y. (2022). The curriculum is in us: Using the cypher to create a love-based curriculum for youth by youth. Language Arts.
**Naputi, V., & Sealey-Ruiz, Y. (2022). From writing for full presence to writing curriculum: The power of friendship, poetry and the cypher. Language Arts.
Sealey-Ruiz, Y. (2022). An archaeology of Self™ for our times: Another talk to teachers. English Journal, 115(5), 21-26.
Baxley, G., & Sealey-Ruiz, Y. (2021). In the Black radical tradition: Poetry as a praxis for healing and resistance in education. Research in the Teaching of English, 55(3), 311-321.
Baxley, G., Sealey-Ruiz, Y., Rogers, C., Campano, G., Thomas, E. E., & Stornaiuolo, A. (2021). “You can still fight”: The Black radical tradition, healing, and literacies. Editorial Introduction. Research in the Teaching of English, 55(3), 213-215.
Mentor, M., & Sealey-Ruiz, Y. (2021). Doing the deep work of antiracist pedagogy: Toward self-excavation for equitable classroom teaching. Language Arts, 99(1).
*Ortiz, E., & Sealey-Ruiz, Y. (2021). Racially literate teaching in the writing classroom. Literacy Today.
Player, G. D., Ybarra, M. G., Brochin, C., et al. (2021, April). “We are our only way forward”: Dialogic re-imaginings and the cultivation of homeplace for girls, women, and femmes of color. Urban Education. doi:10.1177/004208 59211003931
Sealey-Ruiz, Y. (2021). Racial literacy poetics for the academy and beyond. Journal of Language and Literacy Education, 17(1), 1-5.
Sealey-Ruiz, Y., & Reid, S. (2021). The matter of all Black lives. Afterword: Special Issue on Black Lives Matter. International Journal of Multiple Research Approaches.
Haddix, M., McArthur, S. A., Muhammad, G. E., Price-Dennis, D., & Sealey-Ruiz, Y. (2021). Provocateur pieces: At the kitchen table: Black women English educators speaking our truths. In T. L. Lynch (Ed.), Special Issue, Volume 1: Critical Media Literacy: Bringing Lives to Text (pp. 47-55). National Council of Teachers of English. (Reprint)
Muhammad, G. E., Dunmeyer, A., Starks, F. D., & Sealey-Ruiz, Y. (2020). Historical voices for contemporary times: Learning from Black women educational theorists to redesign teaching and teacher education. Theory into Practice, 59(4). Themed issue: Black women’s work: Exploring pipelines, pedagogies, policies, and practices (Eds. A. Farinde, A. Allen-Handy, & V. Hill-Jackson).
Ohito, E. O., Watson, W., Lyiscott, J., & Sealey-Ruiz, Y. (2019). Postscript: Visions of love in urban schooling, or a love letter from the editors. The Urban Review, 51(1), 146-148.
Black Girls Literacies Collective. (2018). In dialogue: Collectivities. How can the Black girls’ literacies framework inform curriculum and teaching? Research in the Teaching of English, 53(2), 173-175.
Sealey-Ruiz, Y., & Haddix M. (2016). Education as if Black Lives Mattered. Special Edition of the American Educational Research Association (AERA) Division B Newsletter.
Refereed Articles
Sealey-Ruiz, Y. (2016). Why Black Girls’ Literacies Matter: New literacies for a new era. English Education, Vol 48 (4), 290-298.
Sealey-Ruiz, Y. & Haddix M. (2016). Education as if Black Lives Mattered. Special Edition of the American Educational Research Association (AERA) Division B Newsletter.
Sealey-Ruiz, Y., & Greene, P. (2015). Popular visual images and the (mis)reading of Black male youth: A case for racial literacy in urban preservice teacher education. The International Journal of Teaching Education. Vol 26(1). doi: 10.1080/10476210.2014997702.
Watson, W., Sealey-Ruiz, Y., & Jackson, I. (2014). Daring to care: The role of culturally relevant care in mentoring Black and Latino male high school students. Race, Ethnicity, and Education, 1-23. doi: 10.1080/13613324.2014.911169.
Jackson, I., Sealey-Ruiz, Y., & Watson, W. (2014). Reciprocal love: Mentoring Black and Latino male students through an ethos of caring. Journal of Urban Education, 49(4), 1-24.
Sealey-Ruiz, Y. (2013). Learning to Resist: Educational counter-narratives of Black college reentry mothers. Teachers College Record,Vol. 115, 4, http://www.tcrecord.org ID Number: 16911.
Sealey-Ruiz, Y. (2013). Toward a pedagogy of racial literacy in First Year Composition. (2013). Teaching English in a Two-Year College (TETYC), Vol. 40 (3), 384-398.
Haddix, M. & Sealey-Ruiz, Y. (2012). Cultivating digital and popular literacies as empowering and empancipatory acts among urban youth. Journal of Adolescent and Adult Literacy.pp. 56(3), 189-192. doi: 10.1002/jaal.00126.
Sealey-Ruiz, Y. (2012). A way of making it: Black reentry females' success and challenges to undergraduate education. National Journal of Urban Education and Practice. Vol. 5 (3), pp. 363-375.
Sealey-Ruiz, Y. (2011a). Learning to talk and write about race: Developing racial literacy in a college English classroom. English Quarterly. The Canadian Council of Teachers of English Language Arts, Vol. 42, 1, pp. 24-42.
Sealey-Ruiz, Y & Greene, P.E. (2011b). Embracing urban youth culture in the context of education. The Urban Review, Vol. 43, pp. 339-357.
Sealey-Ruiz, Y. (2011c), The use of educational documentary in urban teacher education: A case study of Beyond the Bricks. Journal of Negro Education, Vol. 80 (3), pp. 310-324.
Sealey-Ruiz, Y. & Lewis, C. (2011d). Transforming the field of education to serve the needs of the Black community: Implications for critical stakeholders, Guest editorial, Journal of Negro Education, Vol. 80 (3), 185-187.
Sealey-Ruiz, Y. & Lewis, C. (2011e). Passing the torch: The future of the Black community is in our hands. Journal of Negro Education, Epilogue, p. 426.
Sealey-Ruiz, Y. (2011f). Dismantling the School-to-Prison Pipeline: Racial literacy development in urban teacher education. Journal of Curriculum Pedagogy. Vol. 8 (2), pp. 116-120.
McCarthy, C., Sealey-Ruiz, Y. (2011).Teaching difficult history: Eric Williams' Capitalism and Slavery and the challenge of critical pedagogy in the contemporary classroom. Itinerrios: Frum Global de Investigao Educacional, Vol.1, 2, pp. 74-82.
McCarthy, C., Sealey-Ruiz, Y. (2010). Teaching difficult history: Eric Williams' <u""font-family: 'times="" new="" roman';="" font-weight:="" normal;="" "="">Capitalism and Slavery and the challenge of critical pedagogy in the contemporary classroom. <i""font-family: 'times="" new="" roman';="" font-weight:="" normal;="" "="">Power and Education. Vol. 2, 1 http://www.wwwords.co.uk/power/content/pdfs/2/issue2_1.asp
Sealey-Ruiz, Y., Noguera, P.A. & N. Handville. (2008). In pursuit of the possible: Lessons learned from district efforts to reduce racial disparities in achievement. T`he Sophist's Bane: Society of Professors of Education. Vol. 4, 1 & 2 pp. 31-41.
Sealey-Ruiz, Y. (2007a). Rising above reality: The voices of reentry Black mothers and their daughters. Journal of Negro Education, Vol. 76, 2, pp.141-153.
Sealey-Ruiz, Y. (2007b). Wrapping the curriculum around their lives: Using a culturally responsive curriculum with African American adult women. Adult Education Quarterly, Vol. 58, 1, pp. 44-60.
Sealey-Ruiz, Y. (2006). Getting to here from there: One woman's journey from the South Bronx to the academy. WILLA Journal, National Council of Teachers of English, Vol. XIV, pp. 40-42.
Sealey-Ruiz, Y. (2005). Spoken soul: The language of Black imagination and reality. Kappa Delta Pi's Educational Forum, Vol. 69, pp. 37-46.
Sealey-Ruiz, Y. (2004). Tasting memories. Food, Culture and Society: An International Journal of Multidisciplinary Research Vol.1,1 spring, J. Deutsch and A.H. Lawson (Eds.), pp. 131-134.
Miller, J.P., Deutsch, J. & Sealey-Ruiz, Y. (2003). Advancing multicultural education inhospitality education through the use of food studies curricula. Journal of Hospitality & Tourism Education,Vol. 16, 4 pp. 45-51.
Books
Ford, D. Lawson-Davis, J. Trotman-Fraizer, M. & Sealey-Ruiz, Y. (2017). Gumbo forthe Soul: Liberating Memoirs and Stories to Inspire Females of Color, New York, NY: Information Age Publishing.
Sealey-Ruiz, Y., Lewis, C.W., Toldson, I.A. (2014). Teacher Education and the Black Community: Implications for Equity, Access, and Achievement. Information Age Publishers.
Edited Volume
Haddix, M. & Sealey-Ruiz, Y. (Eds.) (2016). Black Girls’ Literacies. English Education special issue, Vol 48(4).
Refereed & Invited Book Chapters
Sealey-Ruiz, Y. (Forthcoming, 2017)). Talking race, delving deeper: The racial literacy roundtables series at Teachers College, Columbia University. In Picower, B. & Kohli, R. The Messenger Matters: Navigating Racial Justice in Teacher Education, Routledge.
Sealey-Ruiz, Y. & Johnson-Bailey, J. (2015). Mentoring while Black and Female: The Gendered Literacy Phenomenon of Black Women Mentors. In Ntiri, D. (Ed.) Literacy as gendered discourse, New York: Information Age Publishing.
Sealey-Ruiz, Y. (2014). Activating Racial Literacy Among Black and Latino Male High School Students. In Cohan, A. & Honigsfeld, A. (Series Eds.) Breaking the mold of classroom organization and management: Innovative and successful practices of engagement, motivation, and student empowerment for 21st Century schools, New York: Rowman and Littlefield.
Sealey-Ruiz, Y., Allen, K., & Nolan, E. (2014). Invisible hands: Seeing and noticing Black and Latino male youth. In Y. Sealey-Ruiz, C. W. Lewis, & I. A. Toldson (Eds.), Teacher education and Black communities: Implications for equity, access, and achievement (pp. 99-115). New York, NY: Information Age Publishing.
Sealey-Ruiz, Y. (2013). The Art (and Play) of Alternative to Incarceration Programming. Afterword. Media, and Justice: Multimodal Explorations with Youth. In L. Vasudevan and T. DeJaynes (Eds.) Peter Lang Publishers.
Sealey-Ruiz, Y. & Lewis, C. (2013). Letters to our teachers: Black and Latino males write about race in the urban English classroom. In J. Landsman (Ed.) Learning to Talk About Race: Alleviating the Fear, Virginia: Stylus.
Sealey-Ruiz, Y. (2012). A way of making it: Black reentry females' success and challenges to undergraduate education. In H.T. Frierson (Series Ed.), & C. Chambers & R.V. Sharpe (Vol. Eds.), Diversity in Higher Education: Vol. 12. Black Female Undergraduates on Campus: Successes and Challenges, United Kingdom: Emerald Group.
Sealey-Ruiz, Y. (2010). Reading, writing and racism: Developing racial literacy in the adult education English classroom. In The Handbook of Race and Adult Education: A resource for dialogue, V. Sheared, J. Johnson-Bailey, S. Colin, E. Peterson, & S. Brookfield (eds.) California: Jossey-Bass.
Greene, P. & Y. Sealey-Ruiz. (2008). Teaching race: making the invisible concrete. In The Problem of the Colorblind: College Teachers Talk About the Fears, Risks, and Rewards of Teaching Race in 21st Century America. L. Guerro (ed.). New York: McMillan Palgrave.
Textbook Contribution
Sealey-Ruiz, Y. (2014). In W. A. Howe & P. L. Lisi's Becoming a multicultural educator: Developing awareness, gaining skills, and taking action. Thousand Oaks, CA: SAGE.
Invited Book Reviews & Evaluations
Sealey-Ruiz, Y. (2013). Pedagogy of Confidence by Yvette Jackson. Teachers College Record, Published: January 08, 2013. http://www.tcrecord.org, ID Number: 16984
Sealey-Ruiz, Y. (2012). Evaluation of documentary film "40 Years Later: Now Can We Talk?" for Teachers College Press.
Sealey-Ruiz, Y. (2011). Culturally responsive teaching: Theory, research, and practice, Second edition, by Geneva Gay. Teachers College Record, Published: January 21, 2011. http://www.tcrecord.org ID Number: 16249
Refereed Conference Proceedings
Jester, M. & Sealey-Ruiz, Y. When and Where I Enter: Facilitating Transformative Learning Experiences Among Preservice Teachers to Prepare Them for Today's Culturally Diverse Classroom. (2011, May). Proceedings of the 9th Annual International Transformative Learning Conference in Europe, Athens, Greece. http://www.tlcathens2011.gr/proceedings.
Research Reports
Noguera, P.A., Sealey-Ruiz,Y., Fergus, E.A., et al. (2007). Charting the course of excellence for all: The Ossining High School Diversity Project.
Noguera, P.A., Sealey-Ruiz, Y., Fergus, E.A., et al. (2006). Toward equity and excellence: A study of the Achievement Gap in Teaneck public schools.
Recent Edited Special Issues of Journals
Ohito, E. O., Watson, W., Lyiscott, J., & Sealey-Ruiz, Y. (Eds.). (2019). What’s love got to do with it: Looking for love in urban schooling. The Urban Review, 51(1).
Haddix, M., & Sealey-Ruiz, Y. (Eds.). (2016). Black girls’ literacies. English Education, 48(4).
Recent Book Chapters
McLaughlin-Cahill, J., & Sealey-Ruiz, Y. (in press). Racial literacy for all: Fostering a less separate and more equal educational system for queer students of color. In A. Wells & D. Price-Dennis (Eds.), Reconceptualizing “diversity” for socially just education. American Educational Research Association Books.
Sealey-Ruiz, Y. (2022). Foreword. In T. B. Perry, & S. Zemelman, with Smith, K. (in press). Teaching for racial equity: Becoming interrupters. Stenhouse.
Sealey-Ruiz, Y., Haddix, M., & Lavache, C. (2022). Education as if Black lives mattered: A critical (and crucial) literacies approach. In B. Wolozek (Ed.), Black Lives Matter in US schools: Race, resistance, and education. SUNY Press.
*Reid, S., & Sealey-Ruiz, Y. (2022). Love as a moral imperative in teaching and teacher education. In D. C. Hucks,
Y. Sealey-Ruiz, V. Showmuni, S. C. Carothers, & C. Lewis (Eds.), Purposeful teaching and learning in diverse contexts: Education for access, equity, and achievement (pp. 147-161). Information Age Publishing.
Sealey-Ruiz, Y. (2022). Foreword: Complicating the status quo: Daring to care in educational research with youth. In V. Vasudevan, N. Gross, P. Nagarajan, & K. Clonan-Roy (Eds.), Complicating the status quo: Critical case-based methodologies with youth. Bloomsbury.
Robinson, D., & Sealey-Ruiz, Y. (2021). Healing spirit: Warriors of equity and justice for the pursuit of happiness. In K. S. Hendricks & J. Boyce (Eds.), Living song: Singing, spirituality, and wellbeing. Peter Lang.
~Sealey-Ruiz, Y. (2021). The critical literacy of race. In K. Lomotey & R. H. Milner (Eds.), The handbook on urban education (2nd ed.) (pp. 281-295). Routledge.
*Sealey-Ruiz, Y., & Fube, L. (2021). Mentor teachers’ impact on educator identity and racial literacy development. In C. Emdin, I. Toldson, Y. Sealey-Ruiz, N. Bryan, & A. L. Ellis (Eds.), The impact of classroom practices: Teacher educators’ reflections or culturally relevant teaching (pp. 105-116). Information Age Publishing.
Sealey-Ruiz, Y. (2021). Collectivities: In Dialogue. In Black Girls Literacies Collective. In D. Price-Dennis & G. E. Muhammad (Eds.), Black Girls’ literacies collective statement. Routledge (reprint).
Sealey-Ruiz, Y. (2020). Toward liberation and abolishing the single story. In L. A. Bell (Ed.), Storytelling for social justice: Connecting narratives and the arts in antiracist teaching (2nd ed.) (pp. 66-70). Routledge.
Sealey-Ruiz, Y. (2020). From the present to the past and back again: The fight for literacy attainment against the odds: Foreword. In V. Kinloch, T. Burkhard, & C. Penn (Eds.), Race, justice, and activism in literacy instruction
(pp. ix-xiii). Teachers College Press.
Sealey-Ruiz, Y. (2019a). Excluded from the beginning: Black, female and born in the Bronx. In P. Boda (Ed.), Essays on exclusion (pp. 43-55). DIO Press.
Sealey-Ruiz, Y. (2019b). Foreword. In I. Harushimana, R. Davis, & M. Alfred (Eds.), A paradise to regain: Post-Obama insights from women educators of the Diaspora. Stylus.
~Sealey-Ruiz, Y. (2017). Talking race, delving deeper: The Racial Literacy Roundtable Series at Teachers College, Columbia University. In B. Picower & R. Kohli (Eds.), Confronting racism in teacher education: Counternarratives of critical practice. Routledge.
Magazine
Baxley, G., & Sealey-Ruiz, Y. (2020, September). Pandemic poetics: A eulogy and manifesto in an anti-Black world. https://brooklynrail.org/2020/
Policy Brief
Sealey, Y. (2021). What is racial literacy? National Council for Teachers of English. Squire Policy Brief.
Blog Posts
Sealey-Ruiz, Y. (2019, February). What does it mean to be young, Black, and female in America? [Web blog post]. Classroom Q & A with Larry Ferlazzo in Edweek Magazine. Retrieved from https://blogs.edweek.org/teach
Affirming Black girls’ humanity: Yolanda Sealey-Ruiz blogs in Education Week about the huge disparities in school suspension, by TC Press Newsroom. (2018, March 6). https://www.tc.columbia.edu/
Featured in a Documentary/Film:
Defining Us: (2022, January). Stacey DeWitt. Documentary Feature. https://torontoblackfilm.com/
2 Fists Up. (2016, May 31). Spike Lee’s Lil’ Joints, Volume 1, Season 2, Episode 1. Documentary. ESPN Films. Director: Spike Lee. http://filmmakermagazine.com/
Television
Sealey-Ruiz, Y., Love, B., & Debose Akinnagbe, G. (2019, March 19). Book Talk: We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Live at the Schomburg Center for Research in Black Culture. C-SPAN2 BookTV.
Instagram & YouTube Series
Fall into the vortex with Yolie (July-December 2020: 20 Episodes) @yolie_sealeyruiz and Yolanda Sealey-Ruiz Channel.
2023
Divergent Publication Award for Excellence in Literacy in a Digital Age Research for Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces
2022
LRA (Literacy Research Association) Edward B. Fry 2022 Book Award Winner for Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces
NCTE (National Council for Teachers of English) David H. Russell Award for Distinguished Research in the Teaching of English for Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces
EdWeek’s RHSU Edu-Scholar Public Influencer (Selected #155 of 200) with 20,000 scholars eligible
NCTE 2022 English Journal Edwin M. Hopkins Outstanding Article, Honorable Mention
2021
Student Experience Research Network (SERN) Midcareer Policy Fellowship - $65,000
NCTE Hero Award Recipient of the Black & Latinx Caucus
2018
American Educational Research Association (AERA), Critical Educators for Social Justice (CESJ), Mentor Award
Teachers College Winter Roundtable Social Justice Action Award: The Civic Participation Project
2017
American Educational Research Association (AERA), Critical Educators for Social Justice (CESJ), Mentor Award, Honorable Mention
2016
American Educational Research Association (AERA), Teaching and Teacher Education, Division K, Mid-Career Award
2022
Truth, Love & Racial Literacy TEDx UPENN Opening Conference Speaker, University of Pennsylvania
https://www.youtube.com/watch?v=-V_GdpVR6NI
The Peace Chronicles Classical Music Tour
Two-part concert: Iceberg x Decoda x Yolanda Sealey-Ruiz,” based on poetry from The Peace Chronicles
2021
“Love, Peace & Liberation: A Multimodal Journey,” Teachers College, Columbia University |
Macy Art Gallery Exhibit of Love from the Vortex & Other Poems and The Peace Chronicles (10/4-22)
“A Moment to Love,” Teachers College, Columbia University | Macy Gallery Exhibit of
Love from the Vortex & Other Poems (6/7-7/2)
468 GDH