Tiffany M Nyachae
Biographic Data
| ID | 103577 |
|---|---|
| NAME | Tiffany M Nyachae |
| GIVEN NAMES | Tiffany M |
| FAMILY NAME | Nyachae |
| SIGNATURE | NYACHAE T M |
| AFFILIATIONS | University at Buffalo, State University of New York |
| ORCID | 0000-0001-8420-3638 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 38 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Sculpting Knowledge
Centering Blackness in educational research is a pursuit of liberation grounded in process, inquiry, and relational praxis. This approach recognizes liberation as an ongoing, unfinished endeavor, urging researchers to disrupt the normative systems that constrain Black life and knowledge. Black methodologies emerge as flexible and transformative, drawing on Black creative and intellectual labor to challenge dominant epistemologies. In this context…
Pedagogies of collective intersectional care
In this article, we build upon the ethics of collective intersectional care (Nyachae & Pham 2024), a concept central to Women of Color feminisms to emphasize the pedagogical rigors of carework in K-12 classrooms. Drawing from a yearlong video ethnography of the racial literacy practices of teachers of Color, we analyze a case study of a Black woman teacher's (Author 2) pedagogies of collective intersectional care within day-to-day classroom life,…
Where We Live and Be
In this article, we argue that the humanity and mattering of Black people have always lived in Black girlhood, but the potentiality of Black girlhood as a creative space for designing Black approaches in educational research has yet to be fully realized. Therefore, we (re)turn to Black girlhood frameworks and theories in our contribution to Black approaches in educational research. Looking to where Black girls live and be (re)defines notions of h…
In Dialogue
For the final In Dialogue of our editorial term, we wanted to invite some luminary voices in literacy studies to think together about the future of critical studies in literacy research. We asked Betina Hsieh, Danielle Filipiak, Tiffany Nyachae, David Kirkland, and Carol Brochin what they thought would push the field forward: What would or should literacy studies and English education look like in the future, including what collective priorities …
Curriculum as Endarkened Feminist Third Space
This article reveals how an Endarkened Feminist Third Space was actualized through the creation and facilitation of "Race Space" Critical Professional Development (RSCPD) for teachers; that is, a space composed of reciprocity, surrender, and a willingness to revise one's performances of the present. Building upon previous scholarly calls for (and theorizations of) curriculum as space, endarkened feminist epistemologies, and Third Space, I theoriz…
No Disrespect
This article explores how extracurricular programs designed as interventions in the criminalization of Black girls may constrict their identities. Through a womanist theoretical framework, authors investigate the discourses about Black girlhood that permeate one extracurricular initiative which aims to counter the effects of exclusionary discipline practices on Black girls. The authors find that these discourses advance respectability politics, t…
Social Justice Literacy Workshop for Critical Dialogue
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Poetically Poking at Language and Power
Entanglements of power, language, identities, and ideologies perturb Black feminist poets and Critical Discourse Analysis (CDA) scholars alike. Here, we detail our use of Black feminist poetry to address concerns with rigor in CDA. We marry Black feminist theorizing about language to feminist CDA to illuminate how-for qualitative data analysis-poetry can foster rigor. Poetry also illuminates the suitability of feminist CDA for the Black feminist …
Complicated contradictions amid Black feminism and millennial Black women teachers creating curriculum for Black girls
Millennial Black women teachers wrestle with two simultaneous burdens: disrupting the racist and sexist status quo of schooling through curriculum, and employing tactics to survive school politics among their majority White women colleagues. This article describes how the Sisters of Promise (SOP) curriculum aligned with Black feminism and Black feminist pedagogy, and how it did not. This curriculum was created for Black girls within the margins o…
Complicated contradictions amid Black feminism and millennial Black women teachers creating curriculum for Black girls
Millennial Black women teachers wrestle with two simultaneous burdens: disrupting the racist and sexist status quo of schooling through curriculum, and employing tactics to survive school politics among their majority White women colleagues. This article describes how the Sisters of Promise (SOP) curriculum aligned with Black feminism and Black feminist pedagogy, and how it did not. This curriculum was created for Black girls within the margins o…
No Disrespect
This article explores how extracurricular programs designed as interventions in the criminalization of Black girls may constrict their identities. Through a womanist theoretical framework, authors investigate the discourses about Black girlhood that permeate one extracurricular initiative which aims to counter the effects of exclusionary discipline practices on Black girls. The authors find that these discourses advance respectability politics, t…
Poetically Poking at Language and Power
Entanglements of power, language, identities, and ideologies perturb Black feminist poets and Critical Discourse Analysis (CDA) scholars alike. Here, we detail our use of Black feminist poetry to address concerns with rigor in CDA. We marry Black feminist theorizing about language to feminist CDA to illuminate how-for qualitative data analysis-poetry can foster rigor. Poetry also illuminates the suitability of feminist CDA for the Black feminist …
Where We Live and Be
In this article, we argue that the humanity and mattering of Black people have always lived in Black girlhood, but the potentiality of Black girlhood as a creative space for designing Black approaches in educational research has yet to be fully realized. Therefore, we (re)turn to Black girlhood frameworks and theories in our contribution to Black approaches in educational research. Looking to where Black girls live and be (re)defines notions of h…
Curriculum as Endarkened Feminist Third Space
This article reveals how an Endarkened Feminist Third Space was actualized through the creation and facilitation of "Race Space" Critical Professional Development (RSCPD) for teachers; that is, a space composed of reciprocity, surrender, and a willingness to revise one's performances of the present. Building upon previous scholarly calls for (and theorizations of) curriculum as space, endarkened feminist epistemologies, and Third Space, I theoriz…
Complicated contradictions amid Black feminism and millennial Black women teachers creating curriculum for Black girls
Millennial Black women teachers wrestle with two simultaneous burdens: disrupting the racist and sexist status quo of schooling through curriculum, and employing tactics to survive school politics among their majority White women colleagues. This article describes how the Sisters of Promise (SOP) curriculum aligned with Black feminism and Black feminist pedagogy, and how it did not. This curriculum was created for Black girls within the margins o…
Social Justice Literacy Workshop for Critical Dialogue
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Poetically Poking at Language and Power
Entanglements of power, language, identities, and ideologies perturb Black feminist poets and Critical Discourse Analysis (CDA) scholars alike. Here, we detail our use of Black feminist poetry to address concerns with rigor in CDA. We marry Black feminist theorizing about language to feminist CDA to illuminate how-for qualitative data analysis-poetry can foster rigor. Poetry also illuminates the suitability of feminist CDA for the Black feminist …
In Dialogue
For the final In Dialogue of our editorial term, we wanted to invite some luminary voices in literacy studies to think together about the future of critical studies in literacy research. We asked Betina Hsieh, Danielle Filipiak, Tiffany Nyachae, David Kirkland, and Carol Brochin what they thought would push the field forward: What would or should literacy studies and English education look like in the future, including what collective priorities …
Curriculum as Endarkened Feminist Third Space
This article reveals how an Endarkened Feminist Third Space was actualized through the creation and facilitation of "Race Space" Critical Professional Development (RSCPD) for teachers; that is, a space composed of reciprocity, surrender, and a willingness to revise one's performances of the present. Building upon previous scholarly calls for (and theorizations of) curriculum as space, endarkened feminist epistemologies, and Third Space, I theoriz…
No Disrespect
This article explores how extracurricular programs designed as interventions in the criminalization of Black girls may constrict their identities. Through a womanist theoretical framework, authors investigate the discourses about Black girlhood that permeate one extracurricular initiative which aims to counter the effects of exclusionary discipline practices on Black girls. The authors find that these discourses advance respectability politics, t…
Pedagogies of collective intersectional care
In this article, we build upon the ethics of collective intersectional care (Nyachae & Pham 2024), a concept central to Women of Color feminisms to emphasize the pedagogical rigors of carework in K-12 classrooms. Drawing from a yearlong video ethnography of the racial literacy practices of teachers of Color, we analyze a case study of a Black woman teacher's (Author 2) pedagogies of collective intersectional care within day-to-day classroom life,…
Where We Live and Be
In this article, we argue that the humanity and mattering of Black people have always lived in Black girlhood, but the potentiality of Black girlhood as a creative space for designing Black approaches in educational research has yet to be fully realized. Therefore, we (re)turn to Black girlhood frameworks and theories in our contribution to Black approaches in educational research. Looking to where Black girls live and be (re)defines notions of h…
Sculpting Knowledge
Centering Blackness in educational research is a pursuit of liberation grounded in process, inquiry, and relational praxis. This approach recognizes liberation as an ongoing, unfinished endeavor, urging researchers to disrupt the normative systems that constrain Black life and knowledge. Black methodologies emerge as flexible and transformative, drawing on Black creative and intellectual labor to challenge dominant epistemologies. In this context…
Sociology (9 works) · Critical Race Theory in Education (7 works) · Pedagogy (7 works) · Political science (6 works) · Gender Studies (5 works) · Law (5 works) · Black feminism (4 works) · Gender Studies (4 works) · Law (4 works) · Psychology (4 works)