Being Uprooted: Autobiographical Reflections of Learning in the [New] South

Authors

  • Qiana M. Cutts
  • Bettina L. Love
  • Corrie L. Davis

Abstract

This is an article for JCT Special Issue –Narrative of Curriculum in
the South: Lives In-Between Contested Race, Gender, Class, and Power

Author Biographies

Qiana M. Cutts

Qiana M. Cutts is a Professor of Practice in the College of Education at Argosy University, Atlanta. Her research focuses on urban educators’ identity, dispositions, and preparation as foundational characteristics of their instruction. She is particularly interested in understanding how educators’ self-awareness and perceptions of diversity are instrumental in their use of culturally relevant pedagogical practices. She also utilizes phenomenology, narrative, and autoethnography to examine identity development and dispositions related to sexual orientation, multiculturalism, and region/place.

Bettina L. Love

Bettina L. Love is an Assistant Professor in the Department of Elementary and Social Studies at the University of Georgia. Her research focuses on the ways in which urban youth negotiate Hip Hop music and culture to form social, cultural and political identities. A continuing thread of her scholarship involves exploring new ways of thinking about urban education and culturally relevant pedagogical approaches for urban learners. She is interested in transforming urban classrooms through the use of non-traditional educational curricula (e.g., Hip Hop pedagogy, media literacy, Hip Hop feminism and popular culture). She also has a passion for studying the school experiences of queer youth, along with race and equity in education. Her first book, Hip Hop’s Li’l Sistas Speak, explores how young women navigate the space of Hip Hop music and culture to form ideas concerning race, body, class, inequality and privilege.

Corrie L. Davis

Corrie L. Davis is an Assistant Professor of Educational Research at Kennesaw State University. Her research focuses on emergent qualitative methodologies, program evaluation, and culturally relevant caring for students of color. She is interested in afterschool programs and the achievement and success of African American students in elementary school. She has served as the lead evaluator and qualitative methodologist for regional, state, and federal afterschool programs and is passionate about ensuring quality services are delivered to students and families.

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Published

2013-02-25

Issue

Vol. 28 No. 3 (2012): Journal of Curriculum Theorizing

Section

General Themes

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