Joyce E. King–November 3, 2013


                              DR. JOYCE E. KING
Georgia State University
Atlanta, GA USA

Joyce E. King Georgia State University, USA

Joyce E. King Georgia State University, USA

Staying Human: Critical Literacy Interventions for the New Millennium”

November 3, 2013
7:00 p.m. Eastern time zone/New York/USA

Dr. Joyce E. King is the  Benjamin E. Mays Endowed Chair in the College of Education, and is the President-Elect of the American Educational Research Association (AERA). Dr. King has published widely including four books: Preparing Teachers for Cultural Diversity; Teaching Diverse PopulationsBlack Mothers to Sons: Juxtaposing African-American Literature with Social Practice; and edited Black Education: A Transformative Research and Action Agenda for the New Century (2005). Her research areas include the role of cultural knowledge, Diaspora literacy and heritage knowledge in global teaching and teacher preparation, Black teachers’ emancipatory pedagogy, and Black studies theorizing in education/Black education. Dr. King was born in Fresno, California, USA and grew up in Stockton, CA. She has international

BlackMothersexperience teaching, lecturing, and providing professional development in Brazil (using Portuguese translations of her publications), Canada, England, Jamaica, New Zealand, and Senegal.

Specifically, Dr. King’s research deals with how mainstream American education resists a critically transformative understanding of race and racial inequity for human freedom, and perpetuates a curriculum that alienates peoples of color from seeing themselves as co-constructors of knowledge. She has studied school textbooks, lesson plans, and teacher education modules which often locate the origin of black history in slavery, rather than in Africa. Her work argues that African-American learners are taught they have contributed nothing to the production of knowledge, and that abandonment of all Black cultural identity is key to their success in school. Her scholarship argues for a transformative role for culture in effective teaching and teacher preparation, Black Studies epistemology and curriculum theorizing, and community-mediated research.

She is noted for creating the concept dysconscious racism which describes the limited and distorted understandings that many people have about inequity and cultural diversity – understandings that make it difficult for them to promote truly equitable education (1991). Dr. King’s scholarship challenges prospective teachers to examine what they know and believe about society, about diverse others and about their own actions.

Dr. King’s web seminar will address her contributions to transformative research in education through personal vignettes. Dr. King will explore the power of language to interrupt practices of subjugation and alienating curriculum.  This talk will illustrate critical literacy interventions using constructs she has introduced into the scholarship on teacher learning, parent engagement and liberating education: “dysconscious racism,” “critical studyin’””Diaspora literacy,” and “culturally authentic assessment.”


Access Dr. King’s website.

View Dr. King’s videoed talk at Tulane University in which she discussed moving towards a new way of looking at Black education today.

Sampling of Dr. King’s Publications

King, J. E. (2005). Black education: A transformative research and action agenda for the new century. New York, NY: Routledge.

King, J.E. (1995). Black mothers to sons: Juxtaposing African American literature with social practice. Peter Lang.

King, J. E. (2005). Black education: Research and best practices 1999-2001. Mahwah, NJ: Lawrence Erlbaum.

King, J. E. Hollins, E.R., & Hayman, W.C. (1997). Preparing teachers for cultural diversity. New York, NY: Teachers College Press.Preparing

Hollins, E.R. King, J.E., & Hayman, W.C. (1994). Teaching diverse populations. SUNY.

Joyce E., K. (2012). Education, community and racial-ethnic relations: Experiences in the United States and Mali. Revista Eletrônica De Educação, (2), 46.

King, J. E. (2011). Who Dat Say (We) “Too Depraved to Be Saved”?: Re-membering Katrina/ Haiti (and Beyond): Critical Studyin’ for Human Freedom. Harvard Educational Review, 81(2), 343-370.

Robertson, C. C., & King, J. E. (2007). ‘Boŋ Feerey’: A Teaching and Learning Methodology for Healing the Wounds of Distance, Displacement, and Loss Caused by Hurricane Katrina. Journal Of Black Studies, 4, 469. doi:10.2307/40034318

Brandon, L., & King, J. (2006). On Dysconsciousness: An Interview with Joyce E King. Educational Studies, 40(2), 196-208.

King, J. E. (2006). “If Justice Is Our Objective”: Diaspora Literacy, Heritage Knowledge, and the Praxis of Critical Studyin’ for Human Freedom. Yearbook (National Society For The Study Of Education), 2, 337-360.

King, J. E. (1991). Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers. The Journal Of Negro Education, 2, 133. doi:10.2307/2295605

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