Long
Biographic Data
| ID | 4425 |
|---|---|
| NAME | Long |
| FAMILY NAME | Long |
| SIGNATURE | LONG |
| AFFILIATIONS | University of South Carolina |
| ORCID | 0000-0002-6677-3642 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1842 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Effect of a group‐based acceptance and commitment therapy intervention on cognitive emotion regulation and psychological flexibility in patients with bipolar disorder
Identifying anti-Blackness and committing to Pro-Blackness in early literacy pedagogy and research
This article is written for educators who serve as teachers, administrators, policy-makers in childcare settings, schools, classrooms, teacher preparation programs, programs that prepare educational researchers, and universities. Its purpose is to provide background, rationale, and support for individuals within those institutions to address the need to identify and counter anti-Black racist structures, policies, and practice within and beyond ed…
Children's Book Celebrations and Recommendations for Pro-Black Teaching
Emancipating early childhood literacy curricula
The legacy of colonization includes stereotypes and misinformation about African and African descendant people as well as a void in an understanding the vast contributions of precolonial Africa to the world’s knowledge impacting knowledge, languages, music, art, and sciences that we take for granted today. This misinformation remains pervasive throughout society perpetuated in schools by ensuring that curriculum is dominated by whiteness and lack…
"Interrogating the "gold standard
This article examines the role of play-based early childhood programs in perpetuating or interrupting messages of white supremacy which murder the spirits of Black children while reinforcing a sense of entitlement in white children. We ask educators to consider what children's play might look like if pro-Black teaching and anti-racist teaching that develops children's critical consciousness around race were explicit, foundational, and daily in EC…
“Losing One African American Preservice Teacher is One Too Many”
Background/Context Praxis Core, an ETS general knowledge examination, is required for teaching licensure in many states. However, it exists within a history of racist testing from time of the first IQ and SAT tests. Because of Praxis Core, Preservice Teachers of Color are regularly denied entry into the teaching profession, a reality incongruent with the call for a more diverse teaching population. Purpose/Research Question While recognizing the …
Liberatory praxis in preservice teacher education
Four teacher educators describe their work to establish Afrocentric foundations through integrating literacy and linguistic pluralism courses. We build on realities that teachers and children “do not learn, systematically and deeply, about Black genius and worth” (Baines, Tisdale, & Long, 2018 Baines, J., Tisdale, C., & Long, S. (2018). “We’ve been doing it your way long enough”: Choosing the culturally relevant classroom. New York, NY: Teachers …
Intentionality and Expertise
This article draws from three ethnographic studies of children playing sociodramatically in multilingual, multicultural contexts. Countering a deficit perspective that focuses on what children from nondominant cultures do not know, we use the concept of syncretism to illuminate children's expertise and intentionality as they blend knowledge from multiple worlds to reinvent cultural practices and create new spaces for learning. Findings encourage …
Many Pathways to Literacy
Separating Rhetoric from Reality
Across the country, new and experienced teachers find themselves losing the confidence and energy it takes to challenge an unacceptable status quo. Too often, dynamic educators disappear within systems that are antithetical to what they envisioned when they entered the profession or they leave the profession altogether. This article describes the experiences of teachers from two 3-year studies: a study of the early years of teaching and a study o…
Learning to Get Along
Examines the author’s daughter’s experiences of being socialized into the language of Iceland through the eight-year-old’s immersion in Icelandic culture. Shows how play-based activities with native-speaking peers was critical to her language and literacy development. Argues that authentic activity in social life is the key to learning literacy concepts
Ancient Sites among the Baktiyari Mountains. With Remarks on the Rivers of Susiana, and the Site of Susa
A. H. Layard, Professor Long, Ancient Sites among the Baktiyari Mountains. With Remarks on the Rivers of Susiana, and the Site of Susa, The Journal of the Royal Geographical Society of London, Vol. 12 (1842), pp. 102-109
Intentionality and Expertise
This article draws from three ethnographic studies of children playing sociodramatically in multilingual, multicultural contexts. Countering a deficit perspective that focuses on what children from nondominant cultures do not know, we use the concept of syncretism to illuminate children's expertise and intentionality as they blend knowledge from multiple worlds to reinvent cultural practices and create new spaces for learning. Findings encourage …
"Interrogating the "gold standard
This article examines the role of play-based early childhood programs in perpetuating or interrupting messages of white supremacy which murder the spirits of Black children while reinforcing a sense of entitlement in white children. We ask educators to consider what children's play might look like if pro-Black teaching and anti-racist teaching that develops children's critical consciousness around race were explicit, foundational, and daily in EC…
Ancient Sites among the Baktiyari Mountains. With Remarks on the Rivers of Susiana, and the Site of Susa
A. H. Layard, Professor Long, Ancient Sites among the Baktiyari Mountains. With Remarks on the Rivers of Susiana, and the Site of Susa, The Journal of the Royal Geographical Society of London, Vol. 12 (1842), pp. 102-109
Learning to Get Along
Examines the author’s daughter’s experiences of being socialized into the language of Iceland through the eight-year-old’s immersion in Icelandic culture. Shows how play-based activities with native-speaking peers was critical to her language and literacy development. Argues that authentic activity in social life is the key to learning literacy concepts
Many Pathways to Literacy
Separating Rhetoric from Reality
Across the country, new and experienced teachers find themselves losing the confidence and energy it takes to challenge an unacceptable status quo. Too often, dynamic educators disappear within systems that are antithetical to what they envisioned when they entered the profession or they leave the profession altogether. This article describes the experiences of teachers from two 3-year studies: a study of the early years of teaching and a study o…
Intentionality and Expertise
This article draws from three ethnographic studies of children playing sociodramatically in multilingual, multicultural contexts. Countering a deficit perspective that focuses on what children from nondominant cultures do not know, we use the concept of syncretism to illuminate children's expertise and intentionality as they blend knowledge from multiple worlds to reinvent cultural practices and create new spaces for learning. Findings encourage …
“Losing One African American Preservice Teacher is One Too Many”
Background/Context Praxis Core, an ETS general knowledge examination, is required for teaching licensure in many states. However, it exists within a history of racist testing from time of the first IQ and SAT tests. Because of Praxis Core, Preservice Teachers of Color are regularly denied entry into the teaching profession, a reality incongruent with the call for a more diverse teaching population. Purpose/Research Question While recognizing the …
Liberatory praxis in preservice teacher education
Four teacher educators describe their work to establish Afrocentric foundations through integrating literacy and linguistic pluralism courses. We build on realities that teachers and children “do not learn, systematically and deeply, about Black genius and worth” (Baines, Tisdale, & Long, 2018 Baines, J., Tisdale, C., & Long, S. (2018). “We’ve been doing it your way long enough”: Choosing the culturally relevant classroom. New York, NY: Teachers …
"Interrogating the "gold standard
This article examines the role of play-based early childhood programs in perpetuating or interrupting messages of white supremacy which murder the spirits of Black children while reinforcing a sense of entitlement in white children. We ask educators to consider what children's play might look like if pro-Black teaching and anti-racist teaching that develops children's critical consciousness around race were explicit, foundational, and daily in EC…
Identifying anti-Blackness and committing to Pro-Blackness in early literacy pedagogy and research
This article is written for educators who serve as teachers, administrators, policy-makers in childcare settings, schools, classrooms, teacher preparation programs, programs that prepare educational researchers, and universities. Its purpose is to provide background, rationale, and support for individuals within those institutions to address the need to identify and counter anti-Black racist structures, policies, and practice within and beyond ed…
Children's Book Celebrations and Recommendations for Pro-Black Teaching
Emancipating early childhood literacy curricula
The legacy of colonization includes stereotypes and misinformation about African and African descendant people as well as a void in an understanding the vast contributions of precolonial Africa to the world’s knowledge impacting knowledge, languages, music, art, and sciences that we take for granted today. This misinformation remains pervasive throughout society perpetuated in schools by ensuring that curriculum is dominated by whiteness and lack…
Effect of a group‐based acceptance and commitment therapy intervention on cognitive emotion regulation and psychological flexibility in patients with bipolar disorder
Pedagogy (9 works) · Sociology (9 works) · Political science (7 works) · Psychology (7 works) · Critical Race Theory in Education (5 works) · Literacy (5 works) · Mathematics education (4 works) · Teacher Education and Leadership Studies (4 works) · Curriculum (3 works) · Child Development and Digital Technology (2 works)