Kaavonia Hinton
Biographic Data
| ID | 1707641 |
|---|---|
| NAME | Kaavonia Hinton |
| GIVEN NAMES | Kaavonia |
| FAMILY NAME | Hinton |
| SIGNATURE | HINTON K |
| AFFILIATIONS | Old Dominion University |
| ORCID | 0000-0002-2326-3984 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Navigating the emotional stickiness of belonging through scaling: A black American woman teacher's experiences in the context of teaching English abroad in Korea
Open to All: Administrators’ and Teachers’ Perceptions of Issues of Equity and Diversity in Teacher Leadership
This study is a response to calls for more research on diversity in teacher leadership (TL), particularly in urban schools. Critical race theory illuminated the role race and racism can play in determining who gets access to TL positions and how that access is characterized using liberal discourse and ideology. We used a component mixed methods design to explore whether administrators and teachers perceived that teacher leadership positions were …
How Are Teachers Leading Now? From Access to Activism: An Introduction to the Special Issue
In this introduction to a special issue on teacher leadership (TL), the editors argue that recent attacks against antiracist teaching have influenced TL. Thus, we offer an overview of several issues these collected authors explore related to TL, including access to TL for teachers of color; advancing equity through leadership teams; self-care for teacher advocates; and TL as advocacy, activism, and antiracist work
An Intersectional Approach to Emotion Labor and Language Teacher Identity: The Case of a Black American Woman Educator Teaching English Abroad in South Korea
Emotion labor is so rooted in power structures of English learning and teaching that it pervades the everyday lives of language teachers and shapes their language teacher identities (LTIs). However, few studies have documented the emotion labor of Black women educators as they teach English abroad. Adopting an intersectional approach to emotion labor, this study addresses this gap by examining how one Black American woman educator, Kayla, engages…
A mixed methods investigation of administrators’ and teachers’ perceptions of teacher leadership
Teacher leadership has received attention for empirical and practical reasons. However, despite the evolution of the concept over the last several decades, there is still dissonance regarding the concept of teacher leadership. This study was grounded in the theory of professional identity to understand how administrators and teachers conceptualize teacher leadership. We studied the perceptions of administrators and teachers about teacher leadersh…
The Complex Web of Teacher Leadership: Examining the Relationships between Instructional Support, Shared Leadership, and Teacher Satisfaction
The complexity of contemporary schools necessitates principals supporting teachers to become teacher leaders while also supporting their instructional practices. Drawing on data from the 2018 Teaching and Learning International Survey, principal and teacher surveys examined how principal instructional support and a climate of shared leadership are associated with teacher satisfaction. Findings suggest that more frequent principal instructional su…
Virtual Erasure: Ntozake Shange, Black Spaces, Wealth, and Children’s Biographies
In “‘The White Space’”, sociologist Elijah Anderson notes that, despite some integration post- Brown v. Board of Education, certain public areas continue to be perceived as ‘white spaces’. Conversely, Black spaces, largely due to media portrayals, are identified as the ghetto. This article explores how Ntozake Shange’s children’s biographies combat such limited characterisations and teach lessons that oppose notions of Black spaces as ghettoes
Truly open to all: Three ways to diversify teacher leadership
Teacher leadership recently has gained prominence as an important method for school improvement and reform, yet the ranks of teacher leaders do not match the racial and ethnic diversity of the students they serve. Jori S. Beck, KaaVonia Hinton, and Brandon M. Butler conducted a study of teacher leadership that garnered almost 800 survey responses and included 31 interviews with administrators and teachers. They discovered how the lack of diversit…
Foregrounding Collaboration in Disciplinary Literacy: Implications From Jaal , 2008–2017
In this review, the authors examined articles on collaboration within the context of disciplinary literacy that appeared in the Journal of Adolescent & Adult Literacy between October 2008, when Moje published “Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change,” and December 2017. Findings suggest that the definition of disciplinary literacy has expanded, collaboration is important for both teacher and st…
To Be Suddenly White: Literary Realism and Racial Passing
To Be Suddenly White explores the troubled relationship between literary passing and literary realism, the dominant aesthetic motivation behind the late nineteenth- and early-twentieth-century texts considered in this study. Steven J Belluscio uses the passing narrative to provide insight into how the representation of and racial subjectivity granted humanity, dignity, and agency to the individuals portrayed. To Be Suddenly White offers new readi…
"Sturdy Black Bridges": Discussing Race, Class, and Gender
Black feminist literary theory offers tools that teachers can use to initiate discussions on the issues of race, gender and class to analyze the works of adolescent literature. This feminist theory helps in reading and teaching literature about parallel cultures, like African-Americans and their love for self and community and their recognition of multiple oppressions in a way that differs from feminism.
Literacy, Literature, and Diversity
To Be Suddenly White: Literary Realism and Racial Passing
To Be Suddenly White explores the troubled relationship between literary passing and literary realism, the dominant aesthetic motivation behind the late nineteenth- and early-twentieth-century texts considered in this study. Steven J Belluscio uses the passing narrative to provide insight into how the representation of and racial subjectivity granted humanity, dignity, and agency to the individuals portrayed. To Be Suddenly White offers new readi…
An Intersectional Approach to Emotion Labor and Language Teacher Identity: The Case of a Black American Woman Educator Teaching English Abroad in South Korea
Emotion labor is so rooted in power structures of English learning and teaching that it pervades the everyday lives of language teachers and shapes their language teacher identities (LTIs). However, few studies have documented the emotion labor of Black women educators as they teach English abroad. Adopting an intersectional approach to emotion labor, this study addresses this gap by examining how one Black American woman educator, Kayla, engages…
"Sturdy Black Bridges": Discussing Race, Class, and Gender
Black feminist literary theory offers tools that teachers can use to initiate discussions on the issues of race, gender and class to analyze the works of adolescent literature. This feminist theory helps in reading and teaching literature about parallel cultures, like African-Americans and their love for self and community and their recognition of multiple oppressions in a way that differs from feminism.
Literacy, Literature, and Diversity
To Be Suddenly White: Literary Realism and Racial Passing
To Be Suddenly White explores the troubled relationship between literary passing and literary realism, the dominant aesthetic motivation behind the late nineteenth- and early-twentieth-century texts considered in this study. Steven J Belluscio uses the passing narrative to provide insight into how the representation of and racial subjectivity granted humanity, dignity, and agency to the individuals portrayed. To Be Suddenly White offers new readi…
Foregrounding Collaboration in Disciplinary Literacy: Implications From Jaal , 2008–2017
In this review, the authors examined articles on collaboration within the context of disciplinary literacy that appeared in the Journal of Adolescent & Adult Literacy between October 2008, when Moje published “Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change,” and December 2017. Findings suggest that the definition of disciplinary literacy has expanded, collaboration is important for both teacher and st…
Truly open to all: Three ways to diversify teacher leadership
Teacher leadership recently has gained prominence as an important method for school improvement and reform, yet the ranks of teacher leaders do not match the racial and ethnic diversity of the students they serve. Jori S. Beck, KaaVonia Hinton, and Brandon M. Butler conducted a study of teacher leadership that garnered almost 800 survey responses and included 31 interviews with administrators and teachers. They discovered how the lack of diversit…
Virtual Erasure: Ntozake Shange, Black Spaces, Wealth, and Children’s Biographies
In “‘The White Space’”, sociologist Elijah Anderson notes that, despite some integration post- Brown v. Board of Education, certain public areas continue to be perceived as ‘white spaces’. Conversely, Black spaces, largely due to media portrayals, are identified as the ghetto. This article explores how Ntozake Shange’s children’s biographies combat such limited characterisations and teach lessons that oppose notions of Black spaces as ghettoes
A mixed methods investigation of administrators’ and teachers’ perceptions of teacher leadership
Teacher leadership has received attention for empirical and practical reasons. However, despite the evolution of the concept over the last several decades, there is still dissonance regarding the concept of teacher leadership. This study was grounded in the theory of professional identity to understand how administrators and teachers conceptualize teacher leadership. We studied the perceptions of administrators and teachers about teacher leadersh…
The Complex Web of Teacher Leadership: Examining the Relationships between Instructional Support, Shared Leadership, and Teacher Satisfaction
The complexity of contemporary schools necessitates principals supporting teachers to become teacher leaders while also supporting their instructional practices. Drawing on data from the 2018 Teaching and Learning International Survey, principal and teacher surveys examined how principal instructional support and a climate of shared leadership are associated with teacher satisfaction. Findings suggest that more frequent principal instructional su…
Navigating the emotional stickiness of belonging through scaling: A black American woman teacher's experiences in the context of teaching English abroad in Korea
Open to All: Administrators’ and Teachers’ Perceptions of Issues of Equity and Diversity in Teacher Leadership
This study is a response to calls for more research on diversity in teacher leadership (TL), particularly in urban schools. Critical race theory illuminated the role race and racism can play in determining who gets access to TL positions and how that access is characterized using liberal discourse and ideology. We used a component mixed methods design to explore whether administrators and teachers perceived that teacher leadership positions were …
How Are Teachers Leading Now? From Access to Activism: An Introduction to the Special Issue
In this introduction to a special issue on teacher leadership (TL), the editors argue that recent attacks against antiracist teaching have influenced TL. Thus, we offer an overview of several issues these collected authors explore related to TL, including access to TL for teachers of color; advancing equity through leadership teams; self-care for teacher advocates; and TL as advocacy, activism, and antiracist work
An Intersectional Approach to Emotion Labor and Language Teacher Identity: The Case of a Black American Woman Educator Teaching English Abroad in South Korea
Emotion labor is so rooted in power structures of English learning and teaching that it pervades the everyday lives of language teachers and shapes their language teacher identities (LTIs). However, few studies have documented the emotion labor of Black women educators as they teach English abroad. Adopting an intersectional approach to emotion labor, this study addresses this gap by examining how one Black American woman educator, Kayla, engages…
Sociology (10 works) · Pedagogy (9 works) · Psychology (8 works) · Teacher Education and Leadership Studies (6 works) · Computer Science (5 works) · Educational leadership (5 works) · Gender Studies (5 works) · Critical Race Theory in Education (4 works) · Mathematics education (4 works) · Political science (4 works)