Faculty Profile EMPHASIS AREA: LLC.

Maisha T. Winn
Professor, Chancellor's Leadership Professor, and Co-Director of Transformative Justice in Education (TJE)

Maisha T. Winn’s research spans a wide variety of understudied settings including her earlier work on the literate practices extant in bookstores and community organizations in the African American community to her most recent work in settings where adolescent girls are incarcerated. Her work is multidisciplinary in that she examines the cognitive dimensions of the literate practices, the micro-level/interactional processes through which knowledge is constructed in these settings, and the socialization functions that take place through both peer relation and adult-youth relations as they emerge in these various institutions. And the substance of Winn’s investigations further illuminate the roles that these institutions play within the larger cultural-historical development of racially diverse and low income communities—including populations of Dominican, Puerto Rican, Columbian and African American descent.

Education

Postdoctoral Fellowship in Anthropology and Education, Teachers College, Columbia
University, New York, New York, 2003-2004.

Ph.D. in Language, Literacy and Culture, University of California, Berkeley, 2003.

Master of Arts in Language, Literacy and Culture, Stanford University, 1998.

Multiple Subject Teaching Credential with Cross-cultural Language Academic Development (CLAD) Certification and Single-Subject Teaching Credential (Subject: English). California State University, Sacramento, 1995.

Bachelor of Arts in English (Minor: African American Studies). University of California, Davis, 1994.

Professional Experience

Chancellor’s Leadership Professor, School of Education, University of California, Davis, 2016-Present.

Susan J. Cellmer Distinguished Professor of Teacher Education, Curriculum and Instruction, University of Wisconsin, Madison, 2015-2016.

Susan J. Cellmer Endowed Chair in English Education and Professor of Language and Literacy, Curriculum and Instruction, University of Wisconsin, Madison, 2012-2015.

Associate Professor of Language, Literacy, and Culture, Division of Educational Studies, Emory University, Atlanta, Georgia, 2009-2012.

Assistant Professor of Language, Literacy, and Culture, Division of Educational Studies, Emory University, Atlanta, Georgia, 2004-2009.

Publications

Books

Winn, M. T., Alfred, R., & Graham, H. (In progress). Restorative Justice in the English Language Arts Classroom. National Council of Teachers of English Principles in Practice Series.

Paris, D. and Winn, M. T. (Eds.).  (February 2014). Humanizing research: Decolonizing qualitative inquiry with youth and communities.  Thousand Oaks: Sage Press. 

Meiners, E. R. & Winn, M. T. (Eds.). (2012). Education and Incarceration.  New York and London: Routledge (Special Issues to Books Series).

Winn, M. T. and Johnson, L.  (2011).  Writing instruction in the culturally relevant classroom.  National Council of Teachers of English. Principles in Practice Series.

Winn, M. T. (2011).  Girl Time: Literacy, justice, and the school-to-prison pipeline. New York: Teachers College Press.  Teaching for Social Justice Series.

Fisher, M. T. (2009). Black literate lives: Historical and contemporary perspectives. New York: Routledge. Critical Social Thought Series.

Fisher, M. T. (2007). Writing in rhythm: Spoken word poetry in urban classrooms. New York: Teachers College Press. Language and Literacy Series.

Journal Articles (Peer Reviewed)

Winn, M. T. (Accepted).  Still writing in rhythm: Youth poets at work.  Urban Education

Winn, M. T. (2015).  Exploring the literate trajectories of youth across time and space: A retrospective research narrative.   Mind, Culture, and Activity: An International Journal.   

Winn, L. T. & Winn, M. T. (2015).  Expectations and realities: Education, the discipline gap, and the experiences of Black families migrating to small cities.  Race and Social Problems Special Issue on Education.  

Winn, M. T. (2013).  Toward a Restorative English Education.  Research in the Teaching of English, 48(1): 126-135.

Winn, M. T. (2012). The politics of desire and possibility in urban playwriting:(re)reading and (re)writing the script.  Pedagogies: An International Journal, 7(4): 317-332.

Winn, M. T. and Jackson, C.A. (September-October, 2011).  Toward a performance of possibilities: Resisting gendered (in)justice.  International Journal of Qualitative Studies in Education, 24(5), 615-620.

Winn, M. T. and Behizadeh, N. (2011).  The right to be literate: Literacy, education, and the school-to-prison pipeline.  Review of Research in Education, 35(1) 147-173.

Winn, M. T. (December, 2010).  “Betwixt and between:” Literacy, liminality, and the “celling” of Black girls.  Race, Ethnicity, and Education, 13(4), 425-447.

Winn, M. T. (September 2010).  “Our side of the story:” Moving incarcerated youth voices from margin to center.  Race, Ethnicity, and Education, 13(3).  313-326.

Meiners, E. R. & Winn, M. T. (September 2010).  Resisting the school-to-prison pipeline: The practice to build abolition democracies. Race, Ethnicity, and Education, 13(3). 271-276.

Winn, M. T. (Summer-Fall 2010).  “We are all prisoners: Privileging prison voices in Black print culture.”  Journal of African American History, 95(3-4), 392-416.

Fisher, M. T., Purcell, S. S., and May, R. (2009).  Process, product, and playmaking.  English Education, 41(4), 337-355. Fisher, M. T. (2008). Catching butterflies. English Education, 40(2), 94-100.

Fisher, M. T. (2007). ‘Every city has soldiers:’ The role of intergenerational relationships in Participatory Literacy Communities. Research in the Teaching of English, 42(2), 139-162.

Fisher, M. T. (2006). Earning “dual degrees:” Black bookstores as alternative knowledge spaces. Anthropology and Education Quarterly, 37(1), 83-99.

Fisher, M.T. (2005). Literocracy: Liberating language and creating possibilities. English Education, 37(2), 92-95.

Fisher, M. T. (2005). From the coffee house to the school house: The promise and potential of spoken word poetry in school contexts. English Education, 37(2), 115-131.

Fisher, M. T. (2004). The song is unfinished: The new literate and the literary and their institutions. Written Communication, 21(3), 290-312.

Fisher, M. T. (2003). Open mics and open minds: Spoken word poetry in African Diaspora Participatory Literacy Communities. Harvard Educational Review, 73(3), 362-389.

Working Papers

Winn, M. T. (2016).  Transforming Justice.  Transforming Teacher Education.  University of Michigan, Teaching Works. 

Book Chapters—Peer Reviewed

Winn, L.T. & Winn, M. T. (2015).  “There’s Nothing for Us Here”: Black Families Navigating the School/Prison Nexus 60 Years after Brown.  In P. Noguera, J. Pierce & R. Ahram’s (Eds.).  Race, Equity, and Education: Sixty Years from Brown.  New York: Springer.

Johnson, L. P. and Winn, M. T. (2015).  Toward a literacy continuum.  In E. Morrell’s and L. Scherff’s (Eds.) New Directions in Teaching English: Reimagining Teaching, Teacher education and Research.  Rowman & Littlefield. 

Winn, M. T. (2015).  Between “Black girls rock” and a hard place.  In R. Ross’ Girls in Justice.  The Image of Justice.

Winn, M. T. and Franklin, S. S. (2014).  Emerging from our silos: Coalition building for Black girls.  In A. J. Nocella, P. Parmar and D. Stovall’s From education to incarceration. Dismantling the school-to-prison pipeline.  New York: Peter Lang.

Winn, M. T. (2013) “I am that character”: Playwriting, performance, and possibilities.  In K. Jocson’s (ED.)  Cultural transformations: Youth and pedagogies of possibility.  Cambridge: Harvard Educational Press. 

Winn, M. T. (2011).  Down for the ride but not for the die.  In V. Kinloch’s (Ed). Urban literacies: Critical perspectives on language, learning, and community (pp. 125-141).  New York: Teachers College Press.

Winn, M. T. and Ubiles, J. R. (2011).  Worthy witnessing: Collaborative research in urban classrooms. In A Ball’s and C. Tyson’s (Eds). Studying Diversity in Teacher Education. (p. 295-308). New York: Rowman and Littlefield.

Fisher, M. T. (2010).  Soldiering on: Black literate lives past and present.  In K. Buras’ (Ed.). Pedagogy, policy, and the privatized city: Stories of dispossession and defiance from New Orleans (72-75).  New York: Teachers College Press.

Fisher, M. T. (2006). Building a literocracy: Diaspora literacy and heritage knowledge in participatory literacy communities.” In A. Ball (Ed.) With more deliberate speed: Achieving equity and excellence in education—Realizing the full potential of Brown v. Board of Education. New York: Wiley & Sons.

Honors and Awards

American Educational Research Association Fellow, 2016.

American Educational Research Association Qualitative Research Special Interest Group Outstanding Book Award (Humanizing Research: Decolonizing qualitative inquiry with youth and communities), 2015.

University of Pennsylvania, Graduate School of Education Visiting Minority Scholar, 2015.

American Educational Research Association Early Career Award. 2012.

Institute for Urban Minority Education (IUME) at Teachers College Faculty Fellow.  2011-2012.

American Publishers Association PROSE Award Honorable Mention for Girl Time: Literacy, justice, and the school-to-prison pipeline. 2012.

National Conference on Research in Language and Literacy Early Career Award. 2008.

American Educational Research Association/Division K Teacher and Teacher Education Early Career Research Award. 2008

Conference on College Composition and Communication Scholars for the Dream Award. 2005.

National Council of Teachers of English-Promising Researcher Award. 2004.

Grants and Fellowships

William T. Grant Distinguished Fellowship.  March 2015-February 2016.  (Amount: $153,933)

Spencer Foundation New Civics Initiative Small Grant.  April 2014-April 2015. (Amount: $48,194)

University of Wisconsin, Madison Fall Competition Grant.  August 2014-June 2015. (Amount: $20,210)

Office of University of Community Partnerships (OUCP), Emory University.  2010.  (Amount: $5,000)

Race and Difference Initiative (RDI) Faculty Seed Grant, Emory University. 2010.  (Amount: $4,000)

Woodruff Faculty Travel Grant, Emory University. 2010.

Presidents Commission on Race and Ethnicity at Emory University Professional Development Fund Award. Emory University. 2008.

National Council of Teachers of English Grant in Aid Award (with Rachel May and Susie Spear of Synchronicity Performance Group). 2006-2007. (Amount: $12,500)

National Council of Teachers of English-Cultivating New Voices Fellowship. 2002-2004.

The Spencer Foundation Dissertation Fellowship. 2002-2003.

University of California, Berkeley Dissertation Year Fellowship (declined). 2002-2003.

University of California, Berkeley Summer Research Grant. 2002.

University of California, Berkeley Mentored Research Grant. 2001-2002.

University of California, Berkeley Graduate Opportunity Program Fellowship. 1999-2001

Papers Presented

Conference Presentations (peer reviewed)

Winn, M. T. (2015, April).  Still writing in rhythm: Youth poets at work.  A paper presented at the American Educational Research Association Annual Meeting.  Chicago, Illinois.

Winn, L.T. & Winn, M. T. (2015, February).  Reading race and the new Black migration.  A paper presented at the National Council of Teachers of English Assemble for Research.  New Orleans, Louisiana. 

Winn, M. T. (2014, September).  Toward a Restorative English Education Pedagogy in the Third Space.  A paper presented at the International Congress on Activity Research (ISCAR).  Sydney, Australia.

Winn, M. T. (2014, June).  Building lifetime circles: English Education in the age of Mass Incarceration.  A paper presented at the European Forum for Restorative Justice.  Belfast, Ireland.

Winn, M. T. (2012, November).  Youth poets at work. National Council on Teachers of English Annual Convention, Las Vegas, Nevada.

Winn, M. T. (2012, April).  Our side of the story: Privileging incarcerated youth voices. A paper presented at the American Educational Research Association Annual Meeting, Vancouver, Canada.

Winn, M. T. (2011, November).  Down for the ride but not for the die: Theater as language for urban youth. National Council of Teachers of English Annual Convention.  Chicago, Illinois.

Winn, M. T. (2011, April).  Betwixt and between: Literacy, liminality, and the celling of Black girls. American Educational Research Association Annual Meeting, New Orleans, Louisiana.  

Fisher, M. T. (2009, November). Magic Carpets and Fairylands: The politics of fantasy and desire in urban playwriting.  National Council of Teachers of English, Philadelphia, Pennsylvania. 

Fisher, M. T. (2009, April).  Betwixt and between: Literacy, liminality, and the celling of Black girls.  Paper presented at the American Educational Research Association Annual Meeting, San Diego, California.

Fisher, M. T. (2008, November).  Reading, writing, and reciprocity: The shifting roles of Black poets, writers, and activists.  Paper presented at the National Council of Teachers of English Annual Convention, San Antonio, Texas.

Fisher, M. T. (2008, March). Down for the ride but not for the die: Theater as language for urban youth. Paper presented at the meeting of the American Educational Research Association, New York City, New York.

Fisher, M. T., & Ubiles, J. (2007, November). “Worthy witnessing:” Collaborative research in urban classrooms. Paper presented at the meeting of the National Council of Teachers of English, New York City, New York.

Fisher, M. T. (2007, April). Language, literacy, and world of educational quality in the Bronx Diaspora. Paper presented at the meeting of the American Educational Research Association, Chicago.

Fisher, M. T., & Ubiles, J. R. (2007, March). Defining and redefining proficiency: The politics of Bronxonics and literacy learning. Paper presented at the Conference on College Composition and Communication, New York.

Fisher, M. T. (2006, April). Building a literocracy: Reciprocity in African Diasporic literacy practices. Paper presented at the meeting of the American Educational Research Association, San Francisco.

Fisher, M. T. (2006, April). “I want to hear your music:” The art of reading and feeding. Paper presented at the meeting of the American Educational Research Association, San    Francisco.

Fisher, M. T. (2005, November). It’s about rhythm: Building literate identities for urban youth. Paper presented at the meeting of the National Council of Teachers of English, Pittsburgh.

Fisher, M. T. (2004, November). Writing in rhythm: Literacy learning in urban schools. Paper presented at the meeting of the National Council of Teachers of English, Indianapolis.

Fisher, M. T. (2004, April). “Earning ‘dual degrees:” Black bookstores as alternative knowledge spaces. Paper presented at the meeting of the American Educational Research Association, San Diego.

Fisher, M. T. (2004, April). Africa habla a mi: Reconnecting the Diaspora and beyond in spoken word poetry. Paper presented at the meeting of the American Educational Research Association, San Diego.

Fisher, M. T. (2004, February). Microphone check: Reclaiming literacy through spoken word poetry in out-of-school settings. Paper presented at the University of Pennsylvania Ethnography Forum. Philadelphia.

Fisher, M. T. (2004, January). Africa habla a mi: A look at Diaspora literacies in the United States. Paper presented at the University of West Indies, St. Augustine School of Education Cultural Studies Conference, Trinidad and Tobago, West Indies.

Fisher, M. T. (2003, November). Every city has soldiers: The role of apprenticeship in participatory literacy communities. Paper presented at meeting of the National Council of Teachers of English, San Francisco.

Fisher, M. T. (2002, May). Choosing literacy: African Diaspora participatory literacy communities. Paper presented at the Graduate Student Research Day, University of California, Berkeley.

Fisher, M. T. (2001, November). Recent research in composition. Paper presented at the meeting of the National Writing Project (NWP), Baltimore.

Fisher, M. T. (2001, February). Lessons learned: Employing narrative towards an understanding of African American literacy learning. Paper presented at the mid-winter meeting of the National Council of Teachers of English, University of California, Berkeley.

Conference Presentations (invited)

Winn, M. T. (2016, April).  Reflecting on Their Highest Potential 20 Years Later: Implications for History, Policy, and Practice. American Educational Research Association Annual Meeting.  AERA Social Justice Action Committee and Critical Educators for Social Justice (CESJ). 

Winn, M. T. (2015, April).  Still writing in rhythm: Youth poets at work in the world.  A paper presented at the American Educational Research Association Annual Meeting.  Presidential Session/Bilingual Education Research SIG.

Winn, M. T. (2014, April).  National Council on Research on Language and Literacy (NCRLL) “Imagining the Future of Literacy Research.”  American Education Research Association.  Philadelphia, PA.

Winn, M. T. (2012, November).  Writing instruction in the culturally relevant classroom.  Presented at the National Council of Teachers of English Annual Convention.  Las Vegas, Nevada.

Winn. M. T. (2012, April). The language of resistance in gendered (in)justice.  Presented at the American Educational Research Association.  Vancouver, Canada.

Winn, M. T. (2012, March).  “Closing the school-to-prison pipeline: Redirecting our future.” Advocates for Education, Harvard Law School. (Panelist)

Winn, M. T. (2012, February) National Council of Teachers of English Assembly on Research.  University of Alabama, Tuscaloosa. (Keynote)

Winn, M. T. (2011, March). Worthy witnessing in qualitative research.  Qualitative Research in Education.  University of St. Louis, Missouri. (Keynote)

Fisher, M. T. (2009, April).  Worthy witnessing: Collaborative research in urban classrooms. Paper to be presented at the American Educational Research Association Annual Meeting, San Diego, California.

Fisher, M. T. (2009, February).  “We speak in all tongues:” Language and literacy in the Diaspora. University of Puerto Rico, Mayaguez. (Keynote)

Fisher, M. T. (2008, November).  “Catching the fire: Teachers as literacy activists in urban classrooms.”  National Council of Teachers of English, San Antonio, Texas.

Fisher, M. T.  (2008, March).  Catching butterflies: Language, literacy, and the school-to-prison pipeline.  American Educational Research Association Annual Meeting, New York City, New York.

Fisher, M. T., & Ubiles, J. (2008, March). No students or teachers left behind. Second annual No Teacher Left Behind Conference, Brown University, Providence, Rhode Island.

Fisher, M. T., & Ubiles, J. (2007, June). Writing in rhythm in small learning communities. Institute for Student Achievement Summer Institute, Greenwich, Connecticut.

Fisher, M. T. (2004, November). Participatory literacy communities at work. Invited paper delivered at the meeting of the National Council of Teachers of English, Indianapolis, Indiana. (Promising Researcher Award Session)

Fisher, M. T. (2004, July). Creating a literacy continuum: Beyond standards and deficits. Invited paper delivered at the Fordham Literacy Institute, New York.

Fisher, M. T. (2002, November). Open mics and open minds: Spoken word poetry in African Diaspora participatory literacy communities. Invited paper delivered at the meeting of the National Council of Teachers of English, Atlanta.

Fisher, M. T. (2002, April). Choosing literacy: African Diaspora participatory literacy communities. Invited paper delivered at the meeting of the American Educational Research Association, New Orleans.

Institutional Presentations (invited)

Winn, M. T. (2016). Circling Back: Restorative Justice and Reclamation of Community.  A paper presented at the California State University, Sacramento Multicultural Education Conference.

Winn, M. T. (2016). Justice on Both Sides: Toward a Restorative Justice Discourse in Schools. A paper presented at the Center for Urban Education at the University of Pittsburgh. 

Winn, M. T. (2016).  Transforming Justice.  Transforming Teacher Education.  A paper presented for TeachingWorks at the University of Michigan.

Winn, M. T. (2015).  Justice on Both Sides: Toward a Restorative Justice Discourse in Schools. A paper presented for the Distinguished Educational Thinkers Series, University of California, Davis. 

Winn, M. T. (April 2015).  Circling back: The role of restorative justice in addressing inequalities in schools.  A paper presented at the University of Pennsylvania Graduate School of Education Visiting Scholars Series. 

Winn, L. T. & Winn, M. T. (May 2014).  There’s nothing for us here: Black youth migrating to the new promise land.  New York University Brown 60 and Beyond. New York City, NY. 

Winn, M. T (March 2014).  Building a ‘lifetime circle’: English Education in the age of mass incarceration. University of Notre Dame.

Winn, M. T. (March 2014).  Building a ‘lifetime circle’: English Education in the age of mass incarceration.  Western Michigan University. 

Winn, M. T. (2013, December). Youth poets at work.  University of Illinois at Urbana-Champaign Center for Writing Studies.

Winn, M. T. (2012, September).  “Agitating, educating, organizing”: Toward a theory of Black literate lives.  Getting Real III Series, University of Wisconsin, Madison. 

Winn, M. T. (2012, March).  Still writing in rhythm: Youth poets at work in the world.  Institute for Urban Minority Education (IUME), Teachers College, Columbia University.  New York, New York.

Winn, M. T. (2012, January).  Language, literacy, and Dr. King’s Legacy.  Martin Luther King Jr. Keynote Address. Middlebury College, Middlebury, Vermont.

Winn, M. T. (2011, October).  The politics of desire and possibility in urban playwriting.  Cultural Transformations and Youth in the Age of New Media Faculty Seminar Series.  Center for Humanities at Washington University, St. Louis, Missouri.

Winn, M. T. (2011, April).  “To be heard” Documentary Screening and Panel.  Teachers College, Columbia University.

Fisher, M. T. (March 2009).  The making of Black literate lives.  University of California, Davis African American Studies Department. 

Fisher, M. T. (January 2009).  Agitating, educating, and organizing: The making of revolutionary literacies.  University of California, Davis College of Education.

Fisher, M. T. (2007, November). “Be what is possible always:” Language and literacy in the Bronx Diaspora. Issues in Urban Education Lecture Series, Barnard College/Teachers College, New York.

Fisher, M. T. (2007, March). The art of reading and feeding in the English language arts classroom. English Education Program, Teachers College, Columbia University, New York. Also presented Spring, 2006, at the College of Education, University of Georgia, Athens, Georgia.

Fisher, M. T. (2005, February). It’s about rhythm: Creating literate traditions for urban youth. Invited paper delivered to the Masters of Arts in Teaching/English Language Arts students at Agnes Scott College, Atlanta, Georgia.

Fisher, M. T. (2003, December). Don’t forget about talk: The role of talk in early childhood education. Invited paper delivered to the Language and Literacy in the Early Childhood Curriculum Seminar, Teachers College, Columbia University, New York.

Fisher, M. T. (2003, November). Open mics and open minds. Invited paper delivered to the Department of International and Transcultural Studies and Society for International Education, Teachers College, Columbia University, New York.

Fisher, M. T. (2003, Fall). Research presentation to the first-year colloquium for doctoral students in Anthropology and Education, Teachers College, Columbia University, New York.

Fisher, M. T. (2003, February). The new “literate and literary:” Twenty-first century readers, writers, speakers and “doers” of the African Diaspora. Invited paper delivered to African American Studies 130: Education in the African American community, Professor Patricia Turner. University of California, Davis.

Fisher, M. T. (2003, February). Riddim and Resistance in the African Diaspora: A comparative study of Trinidadian Rapso and spoken word poetry. Invited paper delivered to the University of California, Berkeley, Center for Latin American and Caribbean Studies.

Fisher, M. T. (2002, September). The new literate and literary. Invited paper delivered to Education 240A: Theoretical issues in literacy, Professor Sarah Warshauer Freedman, University of California, Berkeley.

Teaching

University of Wisconsin-Madison

C&I 975: Literacy Research Methods (Spring 2014, Spring 2016)

C&I 396: The teaching of English (Spring 2013)

C&I 675: Education, Literacy and the Black Arts Movement (Spring 2013)

C&I 975: Literacy as a Civil Right (Fall 2012, Fall 2014)

Emory University

EDS 190: Freshman Seminar: Popular Culture and Literacy (Fall 2005, Spring 2008)

EDS 531s: English/Language Arts Curriculum and Instruction-Secondary (Fall 2004, Fall 2005, Fall 2006, Fall 2007, Fall 2008, Fall 2009)

EDS 531m: English/Language Arts Curriculum and Instruction-Middle Grades (Fall 2004, Fall 2005, Fall 2006, Fall 2007, Fall 2008, Fall 2009, Fall 2011)

EDS 572: School Issues Seminar: English (Spring 2005, Spring 2006, Spring 2007, Spring 2008, Spring 2010, Spring 2012)

EDS 772: Critical Issues in Literacy Doctoral Seminar (Spring 2005)

JRNL 496R/AAS397R/REL 380R/WS 485R: Interdisciplinary Internship in Cape Town and Johannesburg, South Africa (Summer 2005)

EDS 471swr: Foundations Seminar: Popular Culture and Literacy (Spring 2006)

EDS 771: Ethnographies of Literacy (Fall 2006)

EDS 771/EDS 471swr: History of African American Literacy (Spring 2007)

EDS 771: Literacy as a Civil Right (Fall 2008, Spring 2012)

EDS 771: Theoretical Issues in Literacy (Fall 2009)

EDS 771/EDS 471: Education, Literacy, and the Black Arts Movement (Spring 2010)

EDS 771: Language, Literacy, and Culture (Fall 2011)

EDS 774: Culture and Literacy (Fall 2007)

Bread Loaf College, Middlebury, Vermont

7121: Literacy as a Civil Right (Summer 2011, Summer 2012)

7147: Education, Literacy, and the Black Arts Movement (Summer 2011, Summer 2012)

Teachers College, Columbia University (postdoctoral fellowship assignment):

ITSF 4094-05: Reclaiming Literacy through Ethnography (Winter 2004)

University of California, Berkeley (pre-tenure track assignment)

Graduate Student Instructor/Supervisor for Multicultural Urban Secondary Education (MUSE) Program (2000-2002)

Personal Assistant to author, poet and professor June Jordan (1999-2000).

Private School Teaching

Grade 11 Composition and Rhetoric Teacher, Christian Brothers High School, Sacramento, California. (Summer 2003).

Public School Teaching

Substitute Teacher, Sacramento City Unified School District, California. (2001-2003).

Substitute Teacher, Berkeley Unified School District, California. (1999-2000).

English Instructor, Upward Bound, University of California, Davis (Summer 1999).

Grade 10 English and Humanities and International Studies Program (HISP) World Literature Teacher, African American Student Alliance (AASA) co-advisor, C.K. McClatchy High School, Sacramento City Unified School District, California. (1998-1999).

Grade 1 Teacher, Math Engineering and Science Achievement (MESA) Advisor and Gifted and Talented Education (GATE) Instructor, Matsuyama Elementary School, Sacramento City Unified School District, California. (1995-1997).

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