Research Discipline/Bio
As a Doctoral Candidate in the Department of Curriculum & Teaching, my research examines the lived experiences of young women of color—across African, Black, Latina, and South Asian diasporas—in elite, predominantly white independent schools, employing frameworks of Black and Transatlantic feminisms, Currere, Currere towards Decolonization, and Joy. I am particularly interested in curriculum theory, classroom practice, and curriculum design and innovation in learning communities and organizations. I have published in Discourse and heiEDUCATION and presented at AERA, NCTE, and the Journal of Curriculum Theorizing Conference. I was a member of the inaugural cohort of the Professional Dyads and Culturally Responsive Teaching Project through NCTE’s ECE Assembly. I have taught at Teachers College, Hunter College, and Heidelberg University in Germany and am committed to expanding my work globally through partnerships aligned with educational research, policy, and economic development.
Educational Background
Master of Education (Ed.M.), Curriculum and Teaching, Teachers College, Columbia University, 2018.
Master of Education (M.Ed.), Teaching English as a Second Language, University of North Carolina at Charlotte, 2016.
Honors/Awards
Black Paint Curriculum Lab Fellowship, Teachers College, Columbia University, 2023
Asa G. Hilliard III and Barbara A. Sizemore Research Fellowship, AERA Division K, 2018
Provost’s Grant for Professional Development, Teachers College, Columbia University, 2017–2024
Jane Neapolitan Endowed Scholarship, Teachers College, Columbia University, 2023
Publications/Exhibitions
Harris, C., Nelson, M., & Raja, R. (2023). Diffracting transcultural entanglements and teacher education. heiEDUCATION Special Edition Journal.
Gerth van den Berg, S., Harris, C., & Raja, R. (2021). Viral Zoom Karen: Attending to ‘the scratch’ with mapping the affective turn in education. Discourse, 1(13). https://doi.org/10.1080/01596306.2021.2012755
Glover, C. P., & Harris, C. (2020). Growing our village and our vision: The power of shared knowledge in early childhood literacy. In K. T. Nash, C. P. Glover, & B. Polson (Eds.), Toward culturally sustaining teaching: Early childhood educators honor children with practices for equity and change (1st ed.). Routledge.
Glover, C. P., & Harris, C. (2018). Creating supportive and subversive spaces as professional dyads enact culturally relevant teaching. In D. Volk, L. Brooker, P. Oberhuemer, & R. Parker-Rees (Eds.), Early childhood education in the United States: Contemporary and critical perspectives. Routledge.
Glover, C. P., Harris, C. N., Polson, B., & Boardman, A. (2016). Creating supportive and subversive spaces as professional dyads enact culturally relevant teaching. Early Years, 37(1), 47–61. https://doi.org/10.1080/09575146.2016.1242117
Glover, C. P., & Harris, C. (2016). Professional dyads and culturally relevant literacy through the eyes of a beginning teacher leader. Delta Kappa Gamma Bulletin, 83(1), 25.
Last Updated: Jun 29, 2025