Joyce King
Biographic Data
| ID | 3716552 |
|---|---|
| NAME | Joyce King |
| GIVEN NAMES | Joyce |
| FAMILY NAME | King |
| SIGNATURE | KING J |
| AFFILIATIONS | Georgia State University |
| ORCID | 0000-0001-5210-6534 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 220 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
Concepts and Categories in the Praxis of the Black Intellectual Tradition: Guest Editorial Essay
Africana Intellectual/Pedagogical Work: Teaching to Answer the Call to the African Renaissance in the African Diaspora Context
In this article we examine what selected online audiovisual and text resources teach about Africa using Africana/Black Studies scholarship to interrogate and assess opportunities such educational materials provide for African American students to identify with Africa and the African Renaissance concept. Popularized by Cheikh Anta Diop and promoted by Thabo Mbeki, the African Renaissance envisions the transformation of Africa’s future and how Afri…
In Dialogue: Radical Futures of Black Literacies and Black Education
Preview this article: In Dialogue: Radical Futures of Black Literacies and Black Education, Page 1 of 1 /docserver/preview/fulltext/rte/57/1/researchintheteachingofenglish32003-1.gif
Staying Human: Forty Years of Black Studies Practical-Critical Activity in the Spirit of (Aunt) Jemima
In this African-centred autoethnography, the author self-reflexively narrates and critically interprets 40 years of selected examples of her teaching and activist social inquiry as Black Studies “practical-critical” activity: resisting white supremacy racism and alienation in the spirit of (Aunt) Jemima. As a site of memory, authentic blackness and Black Studies theoretical critique that rejects the denigration of Black womanhood, this lieu de mé…
Pedagogy for partisanship: Research training for Black graduate students in the Black intellectual tradition
Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collabor…
The Ethical Stakes of Collaborative Community-Based Social Science Research
This multivocal essay engages complex ethical issues raised in collaborative community-based research (CCBR). It critiques the fraught history and limiting conditions of current ethics codes and review processes, and engages persistent troubling questions about the ethicality of research practices and universities themselves. It cautions against positioning CCBR as a corrective that fully escapes these issues. The authors draw from a range of phi…
Notes on Education for Liberation Pedagogy in the Pan-African / Black Intellectual Tradition
The article analyzes the North American context and strategies of the past and present Black American liberation. The author argues that despite the terror experienced by Black Americans during the process of slavery, in the struggle for civil rights, and in overcoming institutionalized racism, in their daily lives they experienced forms of psychic resilience nourished by the spirituality of the Black people, their thought informed by the Spirit.…
Who will make America great again? ‘Black people, of course…’
The author reflects on the relevance of her intellectual journey through the Black consciousness movement in the 1960s to her pedagogy teaching from a Black Studies theoretical perspective on liberating knowledge. This pedagogical approach aims to fortify education students’ consciousness regarding a systemic understanding of how racism and domination work. The argument is that this approach is especially needed given the current regime. Using th…
Aera Presidential Address Morally Engaged Research/ers Dismantling Epistemological Nihilation in the Age of Impunity
This article presents Joyce E. King’s 2015 AERA presidential address, which artfully combined scholarly discourse with performance elements and diverse voices in several multimedia formats. In discussing morally engaged research/ers dismantling epistemological nihilation, the article advances the argument that the moral stance, solidarity with racial/cultural dignity in education praxis, policy, and research, is needed to combat discursive forms …
Education Research in the Black Liberation Tradition: Return What You Learn to the People
Joyce Elaine King, Education Research in the Black Liberation Tradition: Return What You Learn to the People, The Journal of Negro Education, Vol. 86, No. 2, 37th Annual Charles H. Thompson LectureEducation Research in the Black Liberation Tradition: Return What You Learn to the People (Spring 2017), pp. 95-114
A Reparatory Justice Curriculum for Human Freedom: Rewriting the Story of African American Dispossession and the Debt Owed
We May Well Become Accomplices: To Rear a Generation of Spectators Is Not to Educate at All
Research on education and society is the focus in discussing four essays of AERA past presidents, Newton Edwards, Maxine Greene, Linda Darling-Hammond, and William F. Tate, IV. The title, “We May Well Become Accomplices . . . ,” is taken from Greene’s speech to foreground inherent moral obligations of scholars when racial and social justice is a goal of education research on education and society. The essay begins with a prologue situating the au…
Re-Membering History in Student and Teacher Learning: An Afrocentric Culturally Informed Praxis
Who Dat Say (We) "Too Depraved to Be Saved"?: Re-membering Katrina/ Haiti (and Beyond): Critical Studyin'for Human Freedom
In this essay, Joyce King attempts to interrupt the calculus of human (un)worthiness and to repair the collective cultural amnesia that are legacies of slavery and that make it easy—hegemonically and dysconsciously—for the public to accept myths and media reports, such as those about the depravity of survivors of Hurricane Katrina in New Orleans and the earthquake in Haiti. King uses examples of Black Studies scholarship within a critical studyin…
Boŋ Feerey: A Teaching and Learning Methodology for Healing the Wounds of Distance, Displacement, and Loss Caused by Hurricane Katrina
This article examines the project “The Saddest Days: Katrina Experiences Through the Eyes of Children,” developed by the authors. The project uses the Gao School Museum (GSM) approach to develop instructional material that includes student experiences and voices. Specifically, the authors investigated how the “Saddest Days” Project, using the GSM methodology, develops Boŋ Feerey (a concept in the Songhay language that means “the process of openin…
Diaspora Literacy and Consciousness in the Struggle Against Miseducation in the Black Community
The author, presently on leave at Stanford University (1991-92), gratefully acknowledges the assistance of Professor Sterling Stuckey (1987), a University of CaliforniaRiverside historian, with the research on historical sources for this paper. This research was supported by funds from the James Irvine Foundation grant to Santa Clara University's Excellence Through Diversity Initiative. The views expressed do not necessarily reflect those of the …
Black Mothers to Sons: Juxtaposing African American Literature with Social Practice
Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers
Being the Soul-Freeing Substance: A Legacy of Hope in Afro Humanity
[W. E. B. Du Bois dreamed] of a world of infinite and invaluable variety. . . of true freedom: in thought and dream, fantasy, and imagination, in gift, aptitude, and genius all possible manner of difference, topped with freedom of individuality. . . to stop this freedom of being is a blow at democracy. . . .There can be no perfect democracy curtailed by color, race or poverty. (Du Bois, 1965, p. 261)
Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers
Diaspora Literacy and Consciousness in the Struggle Against Miseducation in the Black Community
The author, presently on leave at Stanford University (1991-92), gratefully acknowledges the assistance of Professor Sterling Stuckey (1987), a University of CaliforniaRiverside historian, with the research on historical sources for this paper. This research was supported by funds from the James Irvine Foundation grant to Santa Clara University's Excellence Through Diversity Initiative. The views expressed do not necessarily reflect those of the …
Aera Presidential Address Morally Engaged Research/ers Dismantling Epistemological Nihilation in the Age of Impunity
This article presents Joyce E. King’s 2015 AERA presidential address, which artfully combined scholarly discourse with performance elements and diverse voices in several multimedia formats. In discussing morally engaged research/ers dismantling epistemological nihilation, the article advances the argument that the moral stance, solidarity with racial/cultural dignity in education praxis, policy, and research, is needed to combat discursive forms …
Pedagogy for partisanship: Research training for Black graduate students in the Black intellectual tradition
Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collabor…
We May Well Become Accomplices: To Rear a Generation of Spectators Is Not to Educate at All
Research on education and society is the focus in discussing four essays of AERA past presidents, Newton Edwards, Maxine Greene, Linda Darling-Hammond, and William F. Tate, IV. The title, “We May Well Become Accomplices . . . ,” is taken from Greene’s speech to foreground inherent moral obligations of scholars when racial and social justice is a goal of education research on education and society. The essay begins with a prologue situating the au…
Education Research in the Black Liberation Tradition: Return What You Learn to the People
Joyce Elaine King, Education Research in the Black Liberation Tradition: Return What You Learn to the People, The Journal of Negro Education, Vol. 86, No. 2, 37th Annual Charles H. Thompson LectureEducation Research in the Black Liberation Tradition: Return What You Learn to the People (Spring 2017), pp. 95-114
Concepts and Categories in the Praxis of the Black Intellectual Tradition: Guest Editorial Essay
The Ethical Stakes of Collaborative Community-Based Social Science Research
This multivocal essay engages complex ethical issues raised in collaborative community-based research (CCBR). It critiques the fraught history and limiting conditions of current ethics codes and review processes, and engages persistent troubling questions about the ethicality of research practices and universities themselves. It cautions against positioning CCBR as a corrective that fully escapes these issues. The authors draw from a range of phi…
A Reparatory Justice Curriculum for Human Freedom: Rewriting the Story of African American Dispossession and the Debt Owed
Being the Soul-Freeing Substance: A Legacy of Hope in Afro Humanity
[W. E. B. Du Bois dreamed] of a world of infinite and invaluable variety. . . of true freedom: in thought and dream, fantasy, and imagination, in gift, aptitude, and genius all possible manner of difference, topped with freedom of individuality. . . to stop this freedom of being is a blow at democracy. . . .There can be no perfect democracy curtailed by color, race or poverty. (Du Bois, 1965, p. 261)
Black Mothers to Sons: Juxtaposing African American Literature with Social Practice
Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers
Diaspora Literacy and Consciousness in the Struggle Against Miseducation in the Black Community
The author, presently on leave at Stanford University (1991-92), gratefully acknowledges the assistance of Professor Sterling Stuckey (1987), a University of CaliforniaRiverside historian, with the research on historical sources for this paper. This research was supported by funds from the James Irvine Foundation grant to Santa Clara University's Excellence Through Diversity Initiative. The views expressed do not necessarily reflect those of the …
Boŋ Feerey: A Teaching and Learning Methodology for Healing the Wounds of Distance, Displacement, and Loss Caused by Hurricane Katrina
This article examines the project “The Saddest Days: Katrina Experiences Through the Eyes of Children,” developed by the authors. The project uses the Gao School Museum (GSM) approach to develop instructional material that includes student experiences and voices. Specifically, the authors investigated how the “Saddest Days” Project, using the GSM methodology, develops Boŋ Feerey (a concept in the Songhay language that means “the process of openin…
Who Dat Say (We) "Too Depraved to Be Saved"?: Re-membering Katrina/ Haiti (and Beyond): Critical Studyin'for Human Freedom
In this essay, Joyce King attempts to interrupt the calculus of human (un)worthiness and to repair the collective cultural amnesia that are legacies of slavery and that make it easy—hegemonically and dysconsciously—for the public to accept myths and media reports, such as those about the depravity of survivors of Hurricane Katrina in New Orleans and the earthquake in Haiti. King uses examples of Black Studies scholarship within a critical studyin…
Re-Membering History in Student and Teacher Learning: An Afrocentric Culturally Informed Praxis
We May Well Become Accomplices: To Rear a Generation of Spectators Is Not to Educate at All
Research on education and society is the focus in discussing four essays of AERA past presidents, Newton Edwards, Maxine Greene, Linda Darling-Hammond, and William F. Tate, IV. The title, “We May Well Become Accomplices . . . ,” is taken from Greene’s speech to foreground inherent moral obligations of scholars when racial and social justice is a goal of education research on education and society. The essay begins with a prologue situating the au…
Who will make America great again? ‘Black people, of course…’
The author reflects on the relevance of her intellectual journey through the Black consciousness movement in the 1960s to her pedagogy teaching from a Black Studies theoretical perspective on liberating knowledge. This pedagogical approach aims to fortify education students’ consciousness regarding a systemic understanding of how racism and domination work. The argument is that this approach is especially needed given the current regime. Using th…
Aera Presidential Address Morally Engaged Research/ers Dismantling Epistemological Nihilation in the Age of Impunity
This article presents Joyce E. King’s 2015 AERA presidential address, which artfully combined scholarly discourse with performance elements and diverse voices in several multimedia formats. In discussing morally engaged research/ers dismantling epistemological nihilation, the article advances the argument that the moral stance, solidarity with racial/cultural dignity in education praxis, policy, and research, is needed to combat discursive forms …
Education Research in the Black Liberation Tradition: Return What You Learn to the People
Joyce Elaine King, Education Research in the Black Liberation Tradition: Return What You Learn to the People, The Journal of Negro Education, Vol. 86, No. 2, 37th Annual Charles H. Thompson LectureEducation Research in the Black Liberation Tradition: Return What You Learn to the People (Spring 2017), pp. 95-114
A Reparatory Justice Curriculum for Human Freedom: Rewriting the Story of African American Dispossession and the Debt Owed
The Ethical Stakes of Collaborative Community-Based Social Science Research
This multivocal essay engages complex ethical issues raised in collaborative community-based research (CCBR). It critiques the fraught history and limiting conditions of current ethics codes and review processes, and engages persistent troubling questions about the ethicality of research practices and universities themselves. It cautions against positioning CCBR as a corrective that fully escapes these issues. The authors draw from a range of phi…
Notes on Education for Liberation Pedagogy in the Pan-African / Black Intellectual Tradition
The article analyzes the North American context and strategies of the past and present Black American liberation. The author argues that despite the terror experienced by Black Americans during the process of slavery, in the struggle for civil rights, and in overcoming institutionalized racism, in their daily lives they experienced forms of psychic resilience nourished by the spirituality of the Black people, their thought informed by the Spirit.…
Staying Human: Forty Years of Black Studies Practical-Critical Activity in the Spirit of (Aunt) Jemima
In this African-centred autoethnography, the author self-reflexively narrates and critically interprets 40 years of selected examples of her teaching and activist social inquiry as Black Studies “practical-critical” activity: resisting white supremacy racism and alienation in the spirit of (Aunt) Jemima. As a site of memory, authentic blackness and Black Studies theoretical critique that rejects the denigration of Black womanhood, this lieu de mé…
Pedagogy for partisanship: Research training for Black graduate students in the Black intellectual tradition
Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collabor…
Africana Intellectual/Pedagogical Work: Teaching to Answer the Call to the African Renaissance in the African Diaspora Context
In this article we examine what selected online audiovisual and text resources teach about Africa using Africana/Black Studies scholarship to interrogate and assess opportunities such educational materials provide for African American students to identify with Africa and the African Renaissance concept. Popularized by Cheikh Anta Diop and promoted by Thabo Mbeki, the African Renaissance envisions the transformation of Africa’s future and how Afri…
In Dialogue: Radical Futures of Black Literacies and Black Education
Preview this article: In Dialogue: Radical Futures of Black Literacies and Black Education, Page 1 of 1 /docserver/preview/fulltext/rte/57/1/researchintheteachingofenglish32003-1.gif
Concepts and Categories in the Praxis of the Black Intellectual Tradition: Guest Editorial Essay
Sociology (17 works) · Critical Race Theory in Education (12 works) · Gender Studies (12 works) · Political science (12 works) · Pedagogy (10 works) · Law (9 works) · Race, History, and American Society (8 works) · Anthropology (6 works) · Psychology (6 works) · Art (5 works)