Asif Wilson
Biographic Data
| ID | 4084146 |
|---|---|
| NAME | Asif Wilson |
| GIVEN NAMES | Asif |
| FAMILY NAME | Wilson |
| SIGNATURE | WILSON A |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0002-5534-0884 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Let Them Lead
Drawing on conceptualizations of justice-centered praxis and portraiture methodology, this article illuminates and contextualizes the praxis of a high school civics teacher engaging in a community-responsive and asset-based approach, which creates space(s) for his students to read and rewrite their worlds critically. Field observations and interviews with the teacher and his students, colleagues, and community members were collected across roughl…
“The School Isn’t Closed to Me”
Closures, consolidations, and privatizations often characterize school reform in urban areas like Chicago. Such neoliberal reforms have disproportionately impacted Black communities. As part of a larger community-based research project memorializing some of the 200 Chicago schools that have been reconstituted, this qualitative study explores how community members affected by the closing of predominately Black schools describe their schools and th…
And These Are the Breaks
Fighting for Justice Amid Anti-Black Violence
This study draws on conceptualizations of BlackCrit and motherwork, and critical counterstorytelling methodological approaches, to present and analyze Ms. Irene Robinson's drawings and poetry that illustrate her experiences as a Black mother organizing for educational justice in Chicago Public Schools. The artistic narratives and supplemental analyses shared illuminate the authors’ liberatory dreams for education while also illuminating the struc…
Living in the along
KNOw Your History KNOw Yourself
Set against the backdrop of anti-Blackness and the COVID-19 pandemic, this study explored the context and emergence of Black Joy as a group of Black elders and youth co-designed and implemented a social studies curriculum rooted in the exploration of Black history in their local community. The co-authors utilized kitchen table talk methodologies to illuminate the ideological, pedagogical, curricular, and spatial praxes of several youth and elders…
Growing Roses Through Concrete
Framed through Tupac Shakur’s poem, The Rose that Grew From Concrete, this study explores the pedagogical and curricular praxes of teachers and students conducting research to dismantle the carceral conditions of their higher education experiences. It draws on reflective written narratives from teachers, students, and research mentors, all of whom participated in a participatory action research (PAR) class at a large urban community college over …
The six pillars of teaching and learning
This case study explored a pedagogical reinvention and extension of Paulo Freire’s popular education approach. To do so, the author drew on interview data with program participants and reflections of his own experiences as one of two adult educators in a yearlong Fellowship program for high school graduates. Relationships, relevance, revolution, recognition, responsiveness, and reflection all emerged as characteristics of teaching and learning wi…
Black teachers in white spaces
While states, educational agencies, and colleges of education across the United States seek to recruit more Black social studies teachers, the authors of this study—two former social studies teachers turned social studies preservice educators—raise caution to how limited these efforts are in transforming the anti-Black conditions that often contextualize teacher education programs. Using duethonographic methods, the authors reflect and analyze th…
Returning to the Source
Why we need Critical Race Theory
Purpose In this paper the co-authors, educators and organizers working together in a liberatory curriculum development organization (People's Education Movement Chicago), put forth a conceptualization of Critical Race Praxis (CRP) in education as it applies to K-12 curriculum and education writ large. They take Yamamoto's (1997) premise seriously in that they need to spend less time with abstract theorizing and more time in communities experienci…
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…
You can’t build a revolution with no education”
Institutes of higher education have adopted equity-minded frameworks as potential solutions to dismantle the permanence of racism within them. Yet, little empirical evidence documents the outcomes of these frameworks, which often include professional learning experiences for faculty and staff. Drawing on critical race discourse analyses of interview data from a 16-week professional learning seminar on race and racism in higher education, the auth…
Curricularizing Social Movements
The election of Harold Washington, Chicago’s first Black mayor, was monumental in its ability to galvanize masses of people in a city governed historically by machine-style politics. However, social movement organizing was the mechanism that led to Washington’s victory. Using surveillance data collected by the Chicago Police Department, and other historical artifacts, the author of this article calls for the curricularization of social movements …
KNOw Your History KNOw Yourself
Set against the backdrop of anti-Blackness and the COVID-19 pandemic, this study explored the context and emergence of Black Joy as a group of Black elders and youth co-designed and implemented a social studies curriculum rooted in the exploration of Black history in their local community. The co-authors utilized kitchen table talk methodologies to illuminate the ideological, pedagogical, curricular, and spatial praxes of several youth and elders…
Black teachers in white spaces
While states, educational agencies, and colleges of education across the United States seek to recruit more Black social studies teachers, the authors of this study—two former social studies teachers turned social studies preservice educators—raise caution to how limited these efforts are in transforming the anti-Black conditions that often contextualize teacher education programs. Using duethonographic methods, the authors reflect and analyze th…
Returning to the Source
You can’t build a revolution with no education”
Institutes of higher education have adopted equity-minded frameworks as potential solutions to dismantle the permanence of racism within them. Yet, little empirical evidence documents the outcomes of these frameworks, which often include professional learning experiences for faculty and staff. Drawing on critical race discourse analyses of interview data from a 16-week professional learning seminar on race and racism in higher education, the auth…
Curricularizing Social Movements
The election of Harold Washington, Chicago’s first Black mayor, was monumental in its ability to galvanize masses of people in a city governed historically by machine-style politics. However, social movement organizing was the mechanism that led to Washington’s victory. Using surveillance data collected by the Chicago Police Department, and other historical artifacts, the author of this article calls for the curricularization of social movements …
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…
You can’t build a revolution with no education”
Institutes of higher education have adopted equity-minded frameworks as potential solutions to dismantle the permanence of racism within them. Yet, little empirical evidence documents the outcomes of these frameworks, which often include professional learning experiences for faculty and staff. Drawing on critical race discourse analyses of interview data from a 16-week professional learning seminar on race and racism in higher education, the auth…
The six pillars of teaching and learning
This case study explored a pedagogical reinvention and extension of Paulo Freire’s popular education approach. To do so, the author drew on interview data with program participants and reflections of his own experiences as one of two adult educators in a yearlong Fellowship program for high school graduates. Relationships, relevance, revolution, recognition, responsiveness, and reflection all emerged as characteristics of teaching and learning wi…
Black teachers in white spaces
While states, educational agencies, and colleges of education across the United States seek to recruit more Black social studies teachers, the authors of this study—two former social studies teachers turned social studies preservice educators—raise caution to how limited these efforts are in transforming the anti-Black conditions that often contextualize teacher education programs. Using duethonographic methods, the authors reflect and analyze th…
Returning to the Source
Why we need Critical Race Theory
Purpose In this paper the co-authors, educators and organizers working together in a liberatory curriculum development organization (People's Education Movement Chicago), put forth a conceptualization of Critical Race Praxis (CRP) in education as it applies to K-12 curriculum and education writ large. They take Yamamoto's (1997) premise seriously in that they need to spend less time with abstract theorizing and more time in communities experienci…
Living in the along
KNOw Your History KNOw Yourself
Set against the backdrop of anti-Blackness and the COVID-19 pandemic, this study explored the context and emergence of Black Joy as a group of Black elders and youth co-designed and implemented a social studies curriculum rooted in the exploration of Black history in their local community. The co-authors utilized kitchen table talk methodologies to illuminate the ideological, pedagogical, curricular, and spatial praxes of several youth and elders…
Growing Roses Through Concrete
Framed through Tupac Shakur’s poem, The Rose that Grew From Concrete, this study explores the pedagogical and curricular praxes of teachers and students conducting research to dismantle the carceral conditions of their higher education experiences. It draws on reflective written narratives from teachers, students, and research mentors, all of whom participated in a participatory action research (PAR) class at a large urban community college over …
Let Them Lead
Drawing on conceptualizations of justice-centered praxis and portraiture methodology, this article illuminates and contextualizes the praxis of a high school civics teacher engaging in a community-responsive and asset-based approach, which creates space(s) for his students to read and rewrite their worlds critically. Field observations and interviews with the teacher and his students, colleagues, and community members were collected across roughl…
“The School Isn’t Closed to Me”
Closures, consolidations, and privatizations often characterize school reform in urban areas like Chicago. Such neoliberal reforms have disproportionately impacted Black communities. As part of a larger community-based research project memorializing some of the 200 Chicago schools that have been reconstituted, this qualitative study explores how community members affected by the closing of predominately Black schools describe their schools and th…
And These Are the Breaks
Fighting for Justice Amid Anti-Black Violence
This study draws on conceptualizations of BlackCrit and motherwork, and critical counterstorytelling methodological approaches, to present and analyze Ms. Irene Robinson's drawings and poetry that illustrate her experiences as a Black mother organizing for educational justice in Chicago Public Schools. The artistic narratives and supplemental analyses shared illuminate the authors’ liberatory dreams for education while also illuminating the struc…
Critical Race Theory in Education (12 works) · Sociology (10 works) · Pedagogy (7 works) · Political science (7 works) · Psychology (7 works) · Educator Training and Historical Pedagogy (5 works) · Gender Studies (5 works) · Education Discipline and Inequality (4 works) · Law (4 works) · Aesthetics (3 works)