Terrenda White
Biographic Data
| ID | 3828232 |
|---|---|
| NAME | Terrenda White |
| GIVEN NAMES | Terrenda |
| FAMILY NAME | White |
| SIGNATURE | WHITE T |
| AFFILIATIONS | University of Colorado Boulder |
| ORCID | 0000-0003-1693-8864 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
From brief to boundary object: A framework for designing boundary infrastructure for learning across research and practice
This paper introduces a framework aimed at designing equity-centered boundary infrastructure that supports learning at the intersection of research and practice. Drawing on sociocultural learning theory and influenced by a multi-district equity initiative, the framework outlines four interconnected design principles: contextual responsiveness, disruption of power dynamics, support for transformational learning, and attention to enactment. To demo…
Succession planning for community-engaged leaders: Culture, context and continuity in equity-oriented leadership
Succession planning is typically rooted in linear models of transition informed by supply-and-demand rationales about the available pool of leaders to fill positions and the efficient transfer of information to new leaders. Equity-oriented leaders with commitments to community-engagement, however, represent different logics of expertise, which elevate knowledge of context and culture and enact collectivist and collaborative practices of leadershi…
Teachers of Color & Self-Efficacy in Social and Emotional Learning (SEL): Strengthening Equity-Based Approaches to SEL
This article examines teacher self-efficacy in social and emotional learning (SEL), particularly by teachers of color, and the conditions that shaped their efficacy beliefs. Data are drawn from surveys with two teacher groups, one comprised of teachers of color and a comparative group that was predominantly white. Surveys were followed by interviews and observations with teachers in each group. Findings showed that teachers of color reported stro…
Educational Equity and the Logics of Covid-19: Informing School Leadership Practices in a New Period of Democratic Education
The COVID-19 pandemic created numerous disruptions for schools and districts that are still being dealt with heading into year three of the pandemic. These disruptions significantly impacted approaches and initiatives that were being set in motion prior to the pandemic. However, recent political and social shifts in U.S. society have exacerbated barriers for students and have created unfavorable conditions for school leaders. In this conceptual p…
Between old and new unionism: Race, professionalism, and resistance in a district of market reforms
This article centers a group of teachers who participated in a multi-day strike and a statewide walkout in Colorado. We examine whether their experience with contention signaled important shifts in views of market-based educational policies, teacher professionalism and the role of unions. Qualitative methods and critical theories of educational policy guided the research design and analysis of data. Findings include divergent experiences with con…
Teacher Dissent in Neoliberal Times: Counter‐Publics and Alternative‐Publics in Teacher Activism
In this essay, Terrenda White examines distinct forms of activism by two influential organizations: the Chicago Teachers Union (CTU) and Teach for America (TFA). Despite differences between these groups, both have created new discourses and alliances among teachers in the public sphere — what White calls “teacher publics.” These new alliances, White argues, can be conceptualized as counter‐publics and alternative‐publics . CTU is a counter‐public…
Charter-ing a Different Course: A Critical Policy Framework to Support Black Women in Marketized Cities and Schools
2020). Charter-ing a Different Course: A Critical Policy Framework to Support Black Women in Marketized Cities and Schools. Theory Into Practice: Vol. 59, Black Women's Work: Exploring Pipelines, Pedagogies, and Policies, pp. 358-369
Education Policy and Black Teachers: Perspectives on Race, Policy, and Teacher Diversity
This article examines interview responses from prominent education researchers who were asked to consider the role of major educational policies in the underrepresentation of Black teachers in public schools. Participants considered policies related to accountability and market reforms including testing, school choice and charter schools, and alternative teacher education. Although participants agreed that Black teachers contribute greatly to aca…
Pushed to Teach: Pedagogies and Policies for a Black Women Educator Pipeline
This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disprop…
Critical pedagogy in uncertain times: Hope and possibilities
Pushed to Teach: Pedagogies and Policies for a Black Women Educator Pipeline
This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disprop…
Charter-ing a Different Course: A Critical Policy Framework to Support Black Women in Marketized Cities and Schools
2020). Charter-ing a Different Course: A Critical Policy Framework to Support Black Women in Marketized Cities and Schools. Theory Into Practice: Vol. 59, Black Women's Work: Exploring Pipelines, Pedagogies, and Policies, pp. 358-369
Critical pedagogy in uncertain times: Hope and possibilities
Teachers of Color & Self-Efficacy in Social and Emotional Learning (SEL): Strengthening Equity-Based Approaches to SEL
This article examines teacher self-efficacy in social and emotional learning (SEL), particularly by teachers of color, and the conditions that shaped their efficacy beliefs. Data are drawn from surveys with two teacher groups, one comprised of teachers of color and a comparative group that was predominantly white. Surveys were followed by interviews and observations with teachers in each group. Findings showed that teachers of color reported stro…
Education Policy and Black Teachers: Perspectives on Race, Policy, and Teacher Diversity
This article examines interview responses from prominent education researchers who were asked to consider the role of major educational policies in the underrepresentation of Black teachers in public schools. Participants considered policies related to accountability and market reforms including testing, school choice and charter schools, and alternative teacher education. Although participants agreed that Black teachers contribute greatly to aca…
Critical pedagogy in uncertain times: Hope and possibilities
Pushed to Teach: Pedagogies and Policies for a Black Women Educator Pipeline
This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disprop…
Teacher Dissent in Neoliberal Times: Counter‐Publics and Alternative‐Publics in Teacher Activism
In this essay, Terrenda White examines distinct forms of activism by two influential organizations: the Chicago Teachers Union (CTU) and Teach for America (TFA). Despite differences between these groups, both have created new discourses and alliances among teachers in the public sphere — what White calls “teacher publics.” These new alliances, White argues, can be conceptualized as counter‐publics and alternative‐publics . CTU is a counter‐public…
Charter-ing a Different Course: A Critical Policy Framework to Support Black Women in Marketized Cities and Schools
2020). Charter-ing a Different Course: A Critical Policy Framework to Support Black Women in Marketized Cities and Schools. Theory Into Practice: Vol. 59, Black Women's Work: Exploring Pipelines, Pedagogies, and Policies, pp. 358-369
Education Policy and Black Teachers: Perspectives on Race, Policy, and Teacher Diversity
This article examines interview responses from prominent education researchers who were asked to consider the role of major educational policies in the underrepresentation of Black teachers in public schools. Participants considered policies related to accountability and market reforms including testing, school choice and charter schools, and alternative teacher education. Although participants agreed that Black teachers contribute greatly to aca…
Between old and new unionism: Race, professionalism, and resistance in a district of market reforms
This article centers a group of teachers who participated in a multi-day strike and a statewide walkout in Colorado. We examine whether their experience with contention signaled important shifts in views of market-based educational policies, teacher professionalism and the role of unions. Qualitative methods and critical theories of educational policy guided the research design and analysis of data. Findings include divergent experiences with con…
Educational Equity and the Logics of Covid-19: Informing School Leadership Practices in a New Period of Democratic Education
The COVID-19 pandemic created numerous disruptions for schools and districts that are still being dealt with heading into year three of the pandemic. These disruptions significantly impacted approaches and initiatives that were being set in motion prior to the pandemic. However, recent political and social shifts in U.S. society have exacerbated barriers for students and have created unfavorable conditions for school leaders. In this conceptual p…
Teachers of Color & Self-Efficacy in Social and Emotional Learning (SEL): Strengthening Equity-Based Approaches to SEL
This article examines teacher self-efficacy in social and emotional learning (SEL), particularly by teachers of color, and the conditions that shaped their efficacy beliefs. Data are drawn from surveys with two teacher groups, one comprised of teachers of color and a comparative group that was predominantly white. Surveys were followed by interviews and observations with teachers in each group. Findings showed that teachers of color reported stro…
From brief to boundary object: A framework for designing boundary infrastructure for learning across research and practice
This paper introduces a framework aimed at designing equity-centered boundary infrastructure that supports learning at the intersection of research and practice. Drawing on sociocultural learning theory and influenced by a multi-district equity initiative, the framework outlines four interconnected design principles: contextual responsiveness, disruption of power dynamics, support for transformational learning, and attention to enactment. To demo…
Succession planning for community-engaged leaders: Culture, context and continuity in equity-oriented leadership
Succession planning is typically rooted in linear models of transition informed by supply-and-demand rationales about the available pool of leaders to fill positions and the efficient transfer of information to new leaders. Equity-oriented leaders with commitments to community-engagement, however, represent different logics of expertise, which elevate knowledge of context and culture and enact collectivist and collaborative practices of leadershi…
Political science (8 works) · Sociology (8 works) · Pedagogy (6 works) · Teacher Education and Leadership Studies (6 works) · Public relations (5 works) · Gender Studies (4 works) · Critical Race Theory in Education (3 works) · Law (3 works) · Psychology (3 works) · Public Administration (3 works)