Thomas Albright
Biographic Data
| ID | 4420853 |
|---|---|
| NAME | Thomas Albright |
| GIVEN NAMES | Thomas |
| FAMILY NAME | Albright |
| SIGNATURE | ALBRIGHT T |
| AFFILIATIONS | Georgia State University |
| ORCID | 0000-0001-6082-6195 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
“It Just Created a Village”
This paper explores the successes and challenges of a residency –in a Southeastern U.S. city– to support residents, over 10 years, through the complexity of entering the field of education. The research examined: what components of the residency did residents feel were helpful, and which components were either hindrances or unhelpful to resident growth? Semi-structured interviews were utilized to better understand, center, and uplift the resident…
Teaching With Purpose
This paper explores the motivation of teacher residents in joining a teacher residency situated in the U.S. Southeast. The research examined the question: what motivates aspiring teachers to join a teacher residency and what factors appear to support their persistence in the profession? Twenty-nine teacher residents participated in this interview study. Findings illustrated that motivations began as pragmatic (financial and professional supports)…
From Theory to Practice
A Bricoleur Teacher Institute
This project explores what community-based teacher education can look like when teacher educators design a training program that emphasizes entangling community-centered knowledge and theory within a week-long preservice teacher institute. We explore the question: How does a bricoleur teacher institute re-imagine pre-service teacher preparation design toward contextualizing issues of place, justice, and criticality? The programming utilized place…
Black at the center
Walking the walk
Freedom Dreaming
Schools are sites of unfreedom. As such we engage in freedom dreaming and co-constituting of non-negotiables of an abolitionist teacher residency (ATR) . This conceptual article asks: what non-negotiables are necessary when centering abolition in residency work? Our dream guides illustrate the need to draw on radical imaginations, freedom dreaming, abolitionism, and abolitionist education to dismantle caustic systems. An ATR must: (a) attune to t…
Youth Inquiry as Resistance
Abolitionist Time
Critical Thinking on Youth Participatory Action Research
Youth participatory action research
This article focuses on an out-of-school youth participatory action research project to better understand both how schooling emerged and was challenged in a liberatory space. This project explores the entanglement of schooling, learning, and youth in a youth participatory action research (YPAR) setting. There were six youth and one academic researcher involved in the project which spanned two years, 2018–2020. This work was driven by the research…
Schooling entanglements
This article describes how schooling – the oppressive, disciplinary force of much U.S. education – is a lively actor, with the agency to change in response to efforts to resist it. Using an agential realist account, the article traces how humans, nonhumans, and discourses intra-act to shape the ongoing power of schooling. The posthumanist framing decenters the human and affords the possibility of acknowledging the agency of more than human actors…
A teacher training program’s becoming
School as agent and curricular actor
Agential Schooling
This piece, a posthumanist analysis of schooling, agential schooling, puts forward a complex accounting of schooling that decenters the human acknowledging those agents – schooling discourses, clipboards, policies, handouts, etc. – that often go unacknowledged in purely humanist framings. This shifts away from dualism and linearity to repositioning educational phenomena as entanglements of multiplicities, situatedness (e.g., politics, power, mate…
From Democratic Participation to Cariño
In this essay Thomas Albright and Gretchen Brion-Meisels build on the work of foundational scholars in intergenerational participatory action research (PAR) to explore the conceptualization and mobilization of various research processes. Motivated to understand the opportunities and dangers of using critical participatory approaches within neoliberal institutions like public schools, they interviewed fourteen scholars working in the field to unde…
“There Just Isn’t Enough of Me”
This article provides an ethnographic accounting of one teacher of color’s experience of moral injury by exploring the question: what morally injurious events does Nancy experience, and what are the costs of those injuries? This project used participant observations and interviews to explore the moral injuries encountered. Moral injuries occurred due to a lack of just systems, racial representation, trust, student supports, trauma training, and h…
A Teacher Residency’s Ecologies of Support
Disclosure statementNo potential conflict of interest was reported by the author(s)
A teacher residency’s entanglement with time
‘We just do not have enough time’. A statement uttered too often in the field of education. Having taught in K-12 schools, universities, and accelerated K-12 and higher education classes, I am no stranger to the myriad of conversations on time that swirl in these spaces. All too frequently, I heard statements like: ‘there is not enough time in the schedule to do this work’, ‘time is our enemy’, ‘do the best you can with the limited time you have’…
Thinking Differently about Teaching and Learning
The author examines how engagement with artistic encounters embedded within an integrated arts course designed for pre-service teachers provides students with opportunities to think differently about teaching and learning
Youth Participatory Action Research in School
The author examines the question: in what ways do human, non-human, and discursive bodies intra-act in the classroom, and what do their intra-actions produce
The Changing Terrains of Research in a Time of Pandemic
If the regularities in the social, cultural, and political spheres are what we characterize as certainties, then what do we make of and do about the uncertainties? In this moment of pandemic, many
A teacher residency’s entanglement with time
‘We just do not have enough time’. A statement uttered too often in the field of education. Having taught in K-12 schools, universities, and accelerated K-12 and higher education classes, I am no stranger to the myriad of conversations on time that swirl in these spaces. All too frequently, I heard statements like: ‘there is not enough time in the schedule to do this work’, ‘time is our enemy’, ‘do the best you can with the limited time you have’…
Freedom Dreaming
Schools are sites of unfreedom. As such we engage in freedom dreaming and co-constituting of non-negotiables of an abolitionist teacher residency (ATR) . This conceptual article asks: what non-negotiables are necessary when centering abolition in residency work? Our dream guides illustrate the need to draw on radical imaginations, freedom dreaming, abolitionism, and abolitionist education to dismantle caustic systems. An ATR must: (a) attune to t…
A teacher training program’s becoming
The Changing Terrains of Research in a Time of Pandemic
If the regularities in the social, cultural, and political spheres are what we characterize as certainties, then what do we make of and do about the uncertainties? In this moment of pandemic, many
Thinking Differently about Teaching and Learning
The author examines how engagement with artistic encounters embedded within an integrated arts course designed for pre-service teachers provides students with opportunities to think differently about teaching and learning
Youth Participatory Action Research in School
The author examines the question: in what ways do human, non-human, and discursive bodies intra-act in the classroom, and what do their intra-actions produce
Agential Schooling
This piece, a posthumanist analysis of schooling, agential schooling, puts forward a complex accounting of schooling that decenters the human acknowledging those agents – schooling discourses, clipboards, policies, handouts, etc. – that often go unacknowledged in purely humanist framings. This shifts away from dualism and linearity to repositioning educational phenomena as entanglements of multiplicities, situatedness (e.g., politics, power, mate…
From Democratic Participation to Cariño
In this essay Thomas Albright and Gretchen Brion-Meisels build on the work of foundational scholars in intergenerational participatory action research (PAR) to explore the conceptualization and mobilization of various research processes. Motivated to understand the opportunities and dangers of using critical participatory approaches within neoliberal institutions like public schools, they interviewed fourteen scholars working in the field to unde…
“There Just Isn’t Enough of Me”
This article provides an ethnographic accounting of one teacher of color’s experience of moral injury by exploring the question: what morally injurious events does Nancy experience, and what are the costs of those injuries? This project used participant observations and interviews to explore the moral injuries encountered. Moral injuries occurred due to a lack of just systems, racial representation, trust, student supports, trauma training, and h…
A Teacher Residency’s Ecologies of Support
Disclosure statementNo potential conflict of interest was reported by the author(s)
A teacher residency’s entanglement with time
‘We just do not have enough time’. A statement uttered too often in the field of education. Having taught in K-12 schools, universities, and accelerated K-12 and higher education classes, I am no stranger to the myriad of conversations on time that swirl in these spaces. All too frequently, I heard statements like: ‘there is not enough time in the schedule to do this work’, ‘time is our enemy’, ‘do the best you can with the limited time you have’…
Critical Thinking on Youth Participatory Action Research
Youth participatory action research
This article focuses on an out-of-school youth participatory action research project to better understand both how schooling emerged and was challenged in a liberatory space. This project explores the entanglement of schooling, learning, and youth in a youth participatory action research (YPAR) setting. There were six youth and one academic researcher involved in the project which spanned two years, 2018–2020. This work was driven by the research…
Schooling entanglements
This article describes how schooling – the oppressive, disciplinary force of much U.S. education – is a lively actor, with the agency to change in response to efforts to resist it. Using an agential realist account, the article traces how humans, nonhumans, and discourses intra-act to shape the ongoing power of schooling. The posthumanist framing decenters the human and affords the possibility of acknowledging the agency of more than human actors…
A teacher training program’s becoming
School as agent and curricular actor
Black at the center
Walking the walk
Freedom Dreaming
Schools are sites of unfreedom. As such we engage in freedom dreaming and co-constituting of non-negotiables of an abolitionist teacher residency (ATR) . This conceptual article asks: what non-negotiables are necessary when centering abolition in residency work? Our dream guides illustrate the need to draw on radical imaginations, freedom dreaming, abolitionism, and abolitionist education to dismantle caustic systems. An ATR must: (a) attune to t…
Youth Inquiry as Resistance
Abolitionist Time
“It Just Created a Village”
This paper explores the successes and challenges of a residency –in a Southeastern U.S. city– to support residents, over 10 years, through the complexity of entering the field of education. The research examined: what components of the residency did residents feel were helpful, and which components were either hindrances or unhelpful to resident growth? Semi-structured interviews were utilized to better understand, center, and uplift the resident…
Teaching With Purpose
This paper explores the motivation of teacher residents in joining a teacher residency situated in the U.S. Southeast. The research examined the question: what motivates aspiring teachers to join a teacher residency and what factors appear to support their persistence in the profession? Twenty-nine teacher residents participated in this interview study. Findings illustrated that motivations began as pragmatic (financial and professional supports)…
From Theory to Practice
A Bricoleur Teacher Institute
This project explores what community-based teacher education can look like when teacher educators design a training program that emphasizes entangling community-centered knowledge and theory within a week-long preservice teacher institute. We explore the question: How does a bricoleur teacher institute re-imagine pre-service teacher preparation design toward contextualizing issues of place, justice, and criticality? The programming utilized place…
Sociology (19 works) · Pedagogy (15 works) · Psychology (15 works) · Political science (9 works) · Critical Race Theory in Education (8 works) · Law (7 works) · Teacher Education and Leadership Studies (7 works) · Mathematics education (6 works) · Citizen journalism (5 works) · Participatory Visual Research Methods (5 works)