Professor Grey Gundaker Appointed as Tisch Lecturer for 2020 - 2021 | Anthropology and Education | International & Transcultural StudiesSkip to content Skip to main navigation
Professor Grey Gundaker Appointed as Tisch Lecturer for 2020 - 2021!
The Programs in Anthropology are pleased to announce that Professor Grey Gundaker will be the Tisch Lecturer in 2020-21 and joining the faculty as Senior Lecturer in Fall 2021.
Professor Gundaker is currently the Dittman Professor of American Studies and Professor of Anthropology at the College of William and Mary. She received an Ed.D. from Teachers College (in Family and Community Education) and a Ph.D. from Yale University (in Anthropology). Her teaching interests include literacies and expressive practices, landscape, local and indigenous knowledge systems, and the politics of expertise. Her research has focused on the United States broadly and the African Diaspora on both sides of the Atlantic, past and present. Among other distinctions, she has been a Fellow of the Du Bois Institute at Harvard, as well as a visiting professor in the Department of African and African American Studies at Harvard.
Professor Gundaker is the author of the books:
- No Space Hidden: The Spirit of African American Yards. University of Tennessee Press. 2005 (Judith McWillie co-author)
- Signs of Diaspora / Diaspora of Signs: Creolization, Literacy, and Vernacular Practice in African America. Oxford University Press. 1998
Her many articles include:
- “Design on the World: Blackness and the Absence of Sub-Saharan Africa from the History of Garden and Landscape Design.” In John Beardsley, ed. Cultural Landscape Heritage in Sub-Saharan Africa, Washington, DC: Dumbarton Oaks (Harvard University Press), 2016, pp. 15-57.
"Give Me a Sign": Networks of Print & Practice in African America, 1770-1840. In Robert A. Gross and Mary Kelley, eds. A History of the Book in America, vol. 2., Chapel Hill: University of North Carolina Press, 2010, pp. 483-495.
- “Hidden Education among African Americans under Slavery.” Teachers College Record, pp. 1591-1611. 2007