Yolanda Sealey‐ruiz
Biographic Data
| ID | 3597383 |
|---|---|
| NAME | Yolanda Sealey‐ruiz |
| GIVEN NAMES | Yolanda |
| FAMILY NAME | Sealey‐ruiz |
| SIGNATURE | RUIZ Y S |
| AFFILIATIONS | Columbia University |
| VERIFIED | No |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 79 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Building bridges: Strengthening black and Asian solidarity through collective empowerment in K-Higher Education
A Kitchen-Table Talk on Disrupting and Dreaming Beyond the Prescribed Curriculum
This kitchen-table talk is grounded in Black and Chicana feminist traditions, with the facilitator, Yvette M. Regalado, senior scholar Drs. Farima Pour-Khorshid, Timothy San Pedro, Yolanda Sealey-Ruiz, Mariana Souto-Manning, and community member Jessica Martell sit down to have a critical and authentic conversation around the real work that is being done to disrupt and move beyond the harmful prescribed curriculum. These conversationalists begin …
Diggin’ in the Racial Literacy Crates
In this article, we introduce co-excavative letter writing as a method for developing racial literacy, deepening relationships, and challenging standard forms of knowledge production. Jordan and Karen, students in Yolanda’s cotaught graduate seminar, developed an epistolary exchange as part of their “(un)final project.” Collaborative epistles challenged the writers to explore their positionalities, allowing them to trace interrelated issues of po…
Exploring extraordinary literacies and empyreal logics through the t/terror narratives of three Black women in the academy: A roundtable transcript, study notes, and guiding questions
Our journey toward racial literacy: A mother and daughter's story
Our Identities as Academic Writers: An Autoethnographic Approach Toward Linguistic Solidarity
In this article, we reflect on our identities as English educators of color and how they have influenced our journey to becoming academic writers. Through reconciliation with our collective experiences of linguistic violence, we share how the experiences have impacted the ways we show up as secondary and higher education English educators in our classrooms. We authentically represent our sense-making in our autoethnographic journeys to demonstrat…
Time traveling forward and backward: Multimodal speculation as racial literacy
We Are Our Only Way Forward”: Dialogic Re-imaginings and the Cultivation of Homeplace for Girls, Women, and Femmes of Color
This article narrates the contours of a digital “kitchen table talk”–a conversation that brought together WoC from various areas of literacy and language education to discuss the state of the field and the next steps in transforming literacy studies and education for GFoC. Using bell hooks’s concept of “homeplace,” we bring together the reflections of eleven WoC across intersected Black, Latina, and Asian identities to examine the realities of GF…
Historical voices for contemporary times: Learning from Black women educational theorists to redesign teaching and teacher education
At a time when schools are destroying the minds and spirits of Black and Brown students, as educators, we must work differently to make sure our children's souls are not claimed by those who refuse to acknowledge their brilliance. The purpose of this essay is to explore the educational activism and scholarship of three Black women educators in an effort to help readers understand how and why they should inform our teacher education and teaching p…
Postscript: Visions of Love in Urban Schooling, or A Love Letter from the Editors
Daring to care: The role of culturally relevant care in mentoring Black and Latino male high school students
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: Mentoring Black and Latino Males Through an Ethos of Care
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…
Cultivating Digital and Popular Literacies as Empowering and Emancipatory Acts Among Urban Youth
In this article, the authors discuss the potential for emancipatory pedagogies, which include practices like the use of digital tools and popular culture, to undo deficit constructions of Black and Latino males and their literacy practices. They discuss why such practices are not more readily available and visible in traditional urban school settings but how their use of digital tools and popular culture with urban Black and Latino males happens …
Embracing Urban Youth Culture in the Context of Education
Teaching Difficult History: Eric Williams' Capitalism and Slavery and the Challenge of Critical Pedagogy in the Contemporary Classroom
A fear of the past can inhibit the freedoms of the present as pedagogic practices that deny complex, and even contradictory, histories bind learners to normative narratives. The failure to recognize the complexities of difficult historical themes - presenting and representing them as something so much simpler so that they may fit in with dominant ways of being - disempowers both the 'ordinary' people who shaped history and those whose lives emerg…
Tasting Memories”
Daring to care: The role of culturally relevant care in mentoring Black and Latino male high school students
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: Mentoring Black and Latino Males Through an Ethos of Care
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…
Historical voices for contemporary times: Learning from Black women educational theorists to redesign teaching and teacher education
At a time when schools are destroying the minds and spirits of Black and Brown students, as educators, we must work differently to make sure our children's souls are not claimed by those who refuse to acknowledge their brilliance. The purpose of this essay is to explore the educational activism and scholarship of three Black women educators in an effort to help readers understand how and why they should inform our teacher education and teaching p…
Embracing Urban Youth Culture in the Context of Education
Teaching Difficult History: Eric Williams' Capitalism and Slavery and the Challenge of Critical Pedagogy in the Contemporary Classroom
A fear of the past can inhibit the freedoms of the present as pedagogic practices that deny complex, and even contradictory, histories bind learners to normative narratives. The failure to recognize the complexities of difficult historical themes - presenting and representing them as something so much simpler so that they may fit in with dominant ways of being - disempowers both the 'ordinary' people who shaped history and those whose lives emerg…
We Are Our Only Way Forward”: Dialogic Re-imaginings and the Cultivation of Homeplace for Girls, Women, and Femmes of Color
This article narrates the contours of a digital “kitchen table talk”–a conversation that brought together WoC from various areas of literacy and language education to discuss the state of the field and the next steps in transforming literacy studies and education for GFoC. Using bell hooks’s concept of “homeplace,” we bring together the reflections of eleven WoC across intersected Black, Latina, and Asian identities to examine the realities of GF…
Postscript: Visions of Love in Urban Schooling, or A Love Letter from the Editors
Tasting Memories”
Teaching Difficult History: Eric Williams' Capitalism and Slavery and the Challenge of Critical Pedagogy in the Contemporary Classroom
A fear of the past can inhibit the freedoms of the present as pedagogic practices that deny complex, and even contradictory, histories bind learners to normative narratives. The failure to recognize the complexities of difficult historical themes - presenting and representing them as something so much simpler so that they may fit in with dominant ways of being - disempowers both the 'ordinary' people who shaped history and those whose lives emerg…
Embracing Urban Youth Culture in the Context of Education
Cultivating Digital and Popular Literacies as Empowering and Emancipatory Acts Among Urban Youth
In this article, the authors discuss the potential for emancipatory pedagogies, which include practices like the use of digital tools and popular culture, to undo deficit constructions of Black and Latino males and their literacy practices. They discuss why such practices are not more readily available and visible in traditional urban school settings but how their use of digital tools and popular culture with urban Black and Latino males happens …
Daring to care: The role of culturally relevant care in mentoring Black and Latino male high school students
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: Mentoring Black and Latino Males Through an Ethos of Care
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…
Postscript: Visions of Love in Urban Schooling, or A Love Letter from the Editors
Historical voices for contemporary times: Learning from Black women educational theorists to redesign teaching and teacher education
At a time when schools are destroying the minds and spirits of Black and Brown students, as educators, we must work differently to make sure our children's souls are not claimed by those who refuse to acknowledge their brilliance. The purpose of this essay is to explore the educational activism and scholarship of three Black women educators in an effort to help readers understand how and why they should inform our teacher education and teaching p…
Our journey toward racial literacy: A mother and daughter's story
Our Identities as Academic Writers: An Autoethnographic Approach Toward Linguistic Solidarity
In this article, we reflect on our identities as English educators of color and how they have influenced our journey to becoming academic writers. Through reconciliation with our collective experiences of linguistic violence, we share how the experiences have impacted the ways we show up as secondary and higher education English educators in our classrooms. We authentically represent our sense-making in our autoethnographic journeys to demonstrat…
Time traveling forward and backward: Multimodal speculation as racial literacy
We Are Our Only Way Forward”: Dialogic Re-imaginings and the Cultivation of Homeplace for Girls, Women, and Femmes of Color
This article narrates the contours of a digital “kitchen table talk”–a conversation that brought together WoC from various areas of literacy and language education to discuss the state of the field and the next steps in transforming literacy studies and education for GFoC. Using bell hooks’s concept of “homeplace,” we bring together the reflections of eleven WoC across intersected Black, Latina, and Asian identities to examine the realities of GF…
A Kitchen-Table Talk on Disrupting and Dreaming Beyond the Prescribed Curriculum
This kitchen-table talk is grounded in Black and Chicana feminist traditions, with the facilitator, Yvette M. Regalado, senior scholar Drs. Farima Pour-Khorshid, Timothy San Pedro, Yolanda Sealey-Ruiz, Mariana Souto-Manning, and community member Jessica Martell sit down to have a critical and authentic conversation around the real work that is being done to disrupt and move beyond the harmful prescribed curriculum. These conversationalists begin …
Diggin’ in the Racial Literacy Crates
In this article, we introduce co-excavative letter writing as a method for developing racial literacy, deepening relationships, and challenging standard forms of knowledge production. Jordan and Karen, students in Yolanda’s cotaught graduate seminar, developed an epistolary exchange as part of their “(un)final project.” Collaborative epistles challenged the writers to explore their positionalities, allowing them to trace interrelated issues of po…
Exploring extraordinary literacies and empyreal logics through the t/terror narratives of three Black women in the academy: A roundtable transcript, study notes, and guiding questions
Building bridges: Strengthening black and Asian solidarity through collective empowerment in K-Higher Education
Sociology (13 works) · Pedagogy (11 works) · Critical Race Theory in Education (10 works) · Gender Studies (9 works) · Gender Studies (7 works) · Psychology (6 works) · Literacy (5 works) · Political science (5 works) · Art (4 works) · Early Childhood Education and Development (4 works)