Tiffany Harris
Biographic Data
| ID | 3994500 |
|---|---|
| NAME | Tiffany Harris |
| GIVEN NAMES | Tiffany |
| FAMILY NAME | Harris |
| SIGNATURE | HARRIS T |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The Role of Supportive Adults: Are These Relationships Able to Mitigate the Effects of Adverse Childhood Experiences on Adolescent Adjustment
Dreaming of an otherworldly elsewhere: A Black girlhood speculative approach to teacher education
Youth of Color Social Movements for Racial Justice: The Politics of Interrogating the School-to-Prison Pipeline
Youth social movements for racial justice, especially against police violence, are on the rise. And this broader policy landscape is reflective of how youth are addressing racism in policing in their local context. Therefore, by drawing upon scholarship related to Black Radicalism, activism, and social movements, this study examines how youth of color activists are fighting against the overpolicing of their schools and communities in two specific…
We Been Relevant: Culturally Relevant Pedagogy and Black Women Teachers in Segregated Schools
This paper considers how the practice of culturally relevant pedagogy may have predated the theory’s coinage. Using scholarly accounts of Black women teachers in de jure segregated Black schools in the Jim Crow South, the authors suggest that these educators engaged a critical, politically and culturally informed pedagogy; their praxis built on and affirmed their students’ cultural, racial, and political knowledge, worldviews, and assets. Despite…
We Been Relevant: Culturally Relevant Pedagogy and Black Women Teachers in Segregated Schools
This paper considers how the practice of culturally relevant pedagogy may have predated the theory’s coinage. Using scholarly accounts of Black women teachers in de jure segregated Black schools in the Jim Crow South, the authors suggest that these educators engaged a critical, politically and culturally informed pedagogy; their praxis built on and affirmed their students’ cultural, racial, and political knowledge, worldviews, and assets. Despite…
We Been Relevant: Culturally Relevant Pedagogy and Black Women Teachers in Segregated Schools
This paper considers how the practice of culturally relevant pedagogy may have predated the theory’s coinage. Using scholarly accounts of Black women teachers in de jure segregated Black schools in the Jim Crow South, the authors suggest that these educators engaged a critical, politically and culturally informed pedagogy; their praxis built on and affirmed their students’ cultural, racial, and political knowledge, worldviews, and assets. Despite…
Youth of Color Social Movements for Racial Justice: The Politics of Interrogating the School-to-Prison Pipeline
Youth social movements for racial justice, especially against police violence, are on the rise. And this broader policy landscape is reflective of how youth are addressing racism in policing in their local context. Therefore, by drawing upon scholarship related to Black Radicalism, activism, and social movements, this study examines how youth of color activists are fighting against the overpolicing of their schools and communities in two specific…
The Role of Supportive Adults: Are These Relationships Able to Mitigate the Effects of Adverse Childhood Experiences on Adolescent Adjustment
Dreaming of an otherworldly elsewhere: A Black girlhood speculative approach to teacher education
Critical Race Theory in Education (3 works) · Gender Studies (3 works) · Sociology (3 works) · Gender Studies (2 works) · Law (2 works) · Political science (2 works) · Politics (2 works) · Racism (2 works) · Adverse Childhood Experiences (1 works) · Child Abuse and Trauma (1 works)