Iesha Jackson
Biographic Data
| ID | 212202 |
|---|---|
| NAME | Iesha Jackson |
| GIVEN NAMES | Iesha |
| FAMILY NAME | Jackson |
| SIGNATURE | JACKSON I |
| AFFILIATIONS | University of Nevada, Las Vegas |
| ORCID | 0000-0001-5200-9734 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 96 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Count It All Joy
Doing The Work to Do the Work
In this study, we, both co-authors and Black teacher educators, explored our experiences imagining and practicing Black liberatory pedagogical praxes through the contours of anti-Black violence. Framed through engaged and healing-centered pedagogical conceptualizations, we use Black storytelling to present narratives of our storied experiences doing the work to do the work. In doing the work to do the work, we encourage other Black liberatory edu…
There’s So Much That Young People Need to Learn That Only the Community Can Teach Them”
The current moment in schooling and socio-political contexts has prompted many educators to pause and reflect on what it might take to create a “new normal” for educating young people, particularly in underserved, urban communities. This article centers an interview with Dr. Arnetha F. Ball given her expertise in the field of teacher education, specifically with students in urban schools. We draw connections from the dialogue to existing literatu…
Mervyn Silas Paterson 1925–2020
Mervyn Paterson exploited a background in metallurgical engineering and the physics of metals as the basis for a long and influential career in earth sciences, mainly at the Australian National University. Recognising the need for specialized equipment for experimental rock deformation, Mervyn made a highly distinctive contribution through his design and construction of a series of machines of progressively increasing sophistication for laborator…
It is not equitable if it is not culturally sustaining
Purpose The purpose of this study was to examine technological pedagogical content knowledge (TPACK) in 1:1 laptop classrooms. We evaluate how, if at all, teachers in these environments engage culturally sustaining pedagogy (CSP) with technology to meet the needs of culturally and linguistically diverse learners. Design/methodology/approach Data for this multiple case study were collected across three middle schools with a 1:1 laptop initiative. …
Do They Really Care? A Critical Race Theory Analysis of Culturally Relevant Caring for Black Male Students
‘It’s this one teacher … I just don’t like him’
Given limited scholarship examining gender dynamics in interactions between Black female students with Black male teachers, it is important to interrogate how Black girls experience teaching and learning in classrooms with Black male teachers in order to create culturally relevant caring (CRC) environments that nurture this student population. By centering the students’ perspectives, this study examines perceptions of care when a race-match but g…
It’s All Possible”
This article examines how 18 teachers, counselors, administrators, and support staff from seven New York City public high schools collaborated during the Black and Latino Male Professional Development Initiative (a pseudonym) to develop a “culturally relevant, schoolwide, college-going culture” supportive of Black and Latino males’ college readiness and access. We draw from a mixed-methods empirical research study to discuss participants’ changin…
Color Does Not Equal Consciousness
This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education-professional development (CRE-PD) activities, and transcripts of six group interviews, we examine these educators' work to further their own sociopolitic…
Whiteness as Property in Science Teacher Education
Background/Context The disparity between the race and ethnicity of teachers and students is expected to increase as our nation and classrooms continue to become more racially, ethnically, linguistically, and economically diverse. It is extremely important to think about not only the educational needs of such a diverse student population within schools but also who will teach these students. However, when looking at subject-matter specificity for …
Religion Within the Boundaries of Mere Reason
The eighteenth-century philosopher Immanuel Kant is as daunting as he is influential: widely considered to be not only one of the most challenging thinkers of all time, but also one of the most important. His Religion Within the Boundaries of Mere Reason takes on two of his central preoccupations – the reasoning powers of the human mind, and religion – and applies the full force of his reasoning abilities to consider the relationship between them…
Daring to care
This study seeks to challenge the uni-dimensional way care in school is written about by highlighting an often overlooked aspect of care – the kind that students do for each other. Data is drawn from focus groups conducted with the youth participants and founder of Umoja Network for Young Men (UMOJA), an all-male, school-based mentoring program for over-aged and under-credited (OA/UC) high school students. The authors draw on theories of cultural…
Reciprocal Love
Although mentoring programs can produce positive outcomes for youth, more research is needed that offers an account of how Black and Latino male mentors and mentees experience mentoring. This phenomenological study highlights the voices of a mentor and 14 Black and Latino males who are part of the Umoja Network for Young Men (UMOJA) an all-male, in-school mentoring program at an alternative high school that serves overage, under-credited students…
Complicating Culturally Relevant Pedagogy
This study presents findings from a case study of 18 second- and 1.5-generation West African immigrants. We draw upon notions of elusive culture and indigenous knowledges to highlight participants' complex cultural identities and respond to anti-immigration discourses through positioning West African immigrant students as assets in American classrooms. We extend culturally relevant theory in order to reflect the heterogeneity of Black immigrant e…
Daring to care
This study seeks to challenge the uni-dimensional way care in school is written about by highlighting an often overlooked aspect of care – the kind that students do for each other. Data is drawn from focus groups conducted with the youth participants and founder of Umoja Network for Young Men (UMOJA), an all-male, school-based mentoring program for over-aged and under-credited (OA/UC) high school students. The authors draw on theories of cultural…
Reciprocal Love
Although mentoring programs can produce positive outcomes for youth, more research is needed that offers an account of how Black and Latino male mentors and mentees experience mentoring. This phenomenological study highlights the voices of a mentor and 14 Black and Latino males who are part of the Umoja Network for Young Men (UMOJA) an all-male, in-school mentoring program at an alternative high school that serves overage, under-credited students…
It’s All Possible”
This article examines how 18 teachers, counselors, administrators, and support staff from seven New York City public high schools collaborated during the Black and Latino Male Professional Development Initiative (a pseudonym) to develop a “culturally relevant, schoolwide, college-going culture” supportive of Black and Latino males’ college readiness and access. We draw from a mixed-methods empirical research study to discuss participants’ changin…
Complicating Culturally Relevant Pedagogy
This study presents findings from a case study of 18 second- and 1.5-generation West African immigrants. We draw upon notions of elusive culture and indigenous knowledges to highlight participants' complex cultural identities and respond to anti-immigration discourses through positioning West African immigrant students as assets in American classrooms. We extend culturally relevant theory in order to reflect the heterogeneity of Black immigrant e…
Color Does Not Equal Consciousness
This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education-professional development (CRE-PD) activities, and transcripts of six group interviews, we examine these educators' work to further their own sociopolitic…
Do They Really Care? A Critical Race Theory Analysis of Culturally Relevant Caring for Black Male Students
Complicating Culturally Relevant Pedagogy
This study presents findings from a case study of 18 second- and 1.5-generation West African immigrants. We draw upon notions of elusive culture and indigenous knowledges to highlight participants' complex cultural identities and respond to anti-immigration discourses through positioning West African immigrant students as assets in American classrooms. We extend culturally relevant theory in order to reflect the heterogeneity of Black immigrant e…
Daring to care
This study seeks to challenge the uni-dimensional way care in school is written about by highlighting an often overlooked aspect of care – the kind that students do for each other. Data is drawn from focus groups conducted with the youth participants and founder of Umoja Network for Young Men (UMOJA), an all-male, school-based mentoring program for over-aged and under-credited (OA/UC) high school students. The authors draw on theories of cultural…
Reciprocal Love
Although mentoring programs can produce positive outcomes for youth, more research is needed that offers an account of how Black and Latino male mentors and mentees experience mentoring. This phenomenological study highlights the voices of a mentor and 14 Black and Latino males who are part of the Umoja Network for Young Men (UMOJA) an all-male, in-school mentoring program at an alternative high school that serves overage, under-credited students…
Religion Within the Boundaries of Mere Reason
The eighteenth-century philosopher Immanuel Kant is as daunting as he is influential: widely considered to be not only one of the most challenging thinkers of all time, but also one of the most important. His Religion Within the Boundaries of Mere Reason takes on two of his central preoccupations – the reasoning powers of the human mind, and religion – and applies the full force of his reasoning abilities to consider the relationship between them…
Whiteness as Property in Science Teacher Education
Background/Context The disparity between the race and ethnicity of teachers and students is expected to increase as our nation and classrooms continue to become more racially, ethnically, linguistically, and economically diverse. It is extremely important to think about not only the educational needs of such a diverse student population within schools but also who will teach these students. However, when looking at subject-matter specificity for …
It’s All Possible”
This article examines how 18 teachers, counselors, administrators, and support staff from seven New York City public high schools collaborated during the Black and Latino Male Professional Development Initiative (a pseudonym) to develop a “culturally relevant, schoolwide, college-going culture” supportive of Black and Latino males’ college readiness and access. We draw from a mixed-methods empirical research study to discuss participants’ changin…
Color Does Not Equal Consciousness
This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education-professional development (CRE-PD) activities, and transcripts of six group interviews, we examine these educators' work to further their own sociopolitic…
‘It’s this one teacher … I just don’t like him’
Given limited scholarship examining gender dynamics in interactions between Black female students with Black male teachers, it is important to interrogate how Black girls experience teaching and learning in classrooms with Black male teachers in order to create culturally relevant caring (CRC) environments that nurture this student population. By centering the students’ perspectives, this study examines perceptions of care when a race-match but g…
Mervyn Silas Paterson 1925–2020
Mervyn Paterson exploited a background in metallurgical engineering and the physics of metals as the basis for a long and influential career in earth sciences, mainly at the Australian National University. Recognising the need for specialized equipment for experimental rock deformation, Mervyn made a highly distinctive contribution through his design and construction of a series of machines of progressively increasing sophistication for laborator…
It is not equitable if it is not culturally sustaining
Purpose The purpose of this study was to examine technological pedagogical content knowledge (TPACK) in 1:1 laptop classrooms. We evaluate how, if at all, teachers in these environments engage culturally sustaining pedagogy (CSP) with technology to meet the needs of culturally and linguistically diverse learners. Design/methodology/approach Data for this multiple case study were collected across three middle schools with a 1:1 laptop initiative. …
Do They Really Care? A Critical Race Theory Analysis of Culturally Relevant Caring for Black Male Students
Doing The Work to Do the Work
In this study, we, both co-authors and Black teacher educators, explored our experiences imagining and practicing Black liberatory pedagogical praxes through the contours of anti-Black violence. Framed through engaged and healing-centered pedagogical conceptualizations, we use Black storytelling to present narratives of our storied experiences doing the work to do the work. In doing the work to do the work, we encourage other Black liberatory edu…
There’s So Much That Young People Need to Learn That Only the Community Can Teach Them”
The current moment in schooling and socio-political contexts has prompted many educators to pause and reflect on what it might take to create a “new normal” for educating young people, particularly in underserved, urban communities. This article centers an interview with Dr. Arnetha F. Ball given her expertise in the field of teacher education, specifically with students in urban schools. We draw connections from the dialogue to existing literatu…
Count It All Joy
Sociology (12 works) · Pedagogy (11 works) · Psychology (10 works) · Critical Race Theory in Education (8 works) · Political science (7 works) · Gender Studies (6 works) · Black male (4 works) · Early Childhood Education and Development (4 works) · Medical education (4 works) · Medicine (4 works)