Teaira Mcmurtry
Biographic Data
| ID | 4634975 |
|---|---|
| NAME | Teaira Mcmurtry |
| GIVEN NAMES | Teaira |
| FAMILY NAME | Mcmurtry |
| SIGNATURE | MCMURTRY T |
| AFFILIATIONS | University of Alabama at Birmingham |
| ORCID | 0000-0001-9724-4279 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Sustaining Linguistic Heritage Through Black‐Centric Texts
America's strength lies in its inherent diversity‐‐an enduring truth that makes the Eurocentric nature of our educational curricula troubling. Despite this foundational reality, curricular materials remain predominantly Eurocentric, often excluding authentic representation and inclusion of Black/African American experiences in children's and young adult literature. This issue is exacerbated by a politically charged environment where efforts to pr…
We Been Knowin: Black Women teachers (re)member that our language is a living legacy
This paper explores how Black Women K-12 Teachers (BWTs) engage with Black Language, challenging prevailing narratives. Despite limited recognition, BWTs advocate for the authenticity of Black Language. The research centres on the 16-week Black Language Learning Series (BLLS), delving into the roots, rules, and ramifications of Black Language. Drawing from Black Feminist Thought (Collins 2000) and (Re)remembering praxis (C. B. Dillard 2016), the …
Abolishing anti-Black linguistic racism in secondary ELA curricula: A pro-Black pedagogical approach
Changing the course of the stream”: A retrospective analysis of artful language learning opportunities
Historically, language instruction involving Black Language (BL) assumes a goal of eradication, particularly in school‐sanctioned literacy practices. Language arts education for Black students must be liberatory, that is, antiracist and artful. The opportunities for English Language Arts (ELA) teachers to create, augment, and change the course of traditional ELA methods are abundant. In this article, the author takes up “inquiry as a stance” to p…
With Liberty and Black Linguistic Justice for All: Pledging Allegiance to Anti‐Racist Language Pedagogy
This article makes a case for why Black Language (BL) must be a part of teachers’ conceptualizations of multilingualism in U.S. contexts. BL is a living linguistic legacy, an embodiment of Black culture, and much more than simply a list of distinct grammatical features. For teachers to move toward dispositions and language and literacy pedagogical practices that are inclusive, just, and anti‐racist, they must become aware of and interrogate their…
Sustaining Linguistic Heritage Through Black‐Centric Texts
America's strength lies in its inherent diversity‐‐an enduring truth that makes the Eurocentric nature of our educational curricula troubling. Despite this foundational reality, curricular materials remain predominantly Eurocentric, often excluding authentic representation and inclusion of Black/African American experiences in children's and young adult literature. This issue is exacerbated by a politically charged environment where efforts to pr…
With Liberty and Black Linguistic Justice for All: Pledging Allegiance to Anti‐Racist Language Pedagogy
This article makes a case for why Black Language (BL) must be a part of teachers’ conceptualizations of multilingualism in U.S. contexts. BL is a living linguistic legacy, an embodiment of Black culture, and much more than simply a list of distinct grammatical features. For teachers to move toward dispositions and language and literacy pedagogical practices that are inclusive, just, and anti‐racist, they must become aware of and interrogate their…
Changing the course of the stream”: A retrospective analysis of artful language learning opportunities
Historically, language instruction involving Black Language (BL) assumes a goal of eradication, particularly in school‐sanctioned literacy practices. Language arts education for Black students must be liberatory, that is, antiracist and artful. The opportunities for English Language Arts (ELA) teachers to create, augment, and change the course of traditional ELA methods are abundant. In this article, the author takes up “inquiry as a stance” to p…
We Been Knowin: Black Women teachers (re)member that our language is a living legacy
This paper explores how Black Women K-12 Teachers (BWTs) engage with Black Language, challenging prevailing narratives. Despite limited recognition, BWTs advocate for the authenticity of Black Language. The research centres on the 16-week Black Language Learning Series (BLLS), delving into the roots, rules, and ramifications of Black Language. Drawing from Black Feminist Thought (Collins 2000) and (Re)remembering praxis (C. B. Dillard 2016), the …
Abolishing anti-Black linguistic racism in secondary ELA curricula: A pro-Black pedagogical approach
Sustaining Linguistic Heritage Through Black‐Centric Texts
America's strength lies in its inherent diversity‐‐an enduring truth that makes the Eurocentric nature of our educational curricula troubling. Despite this foundational reality, curricular materials remain predominantly Eurocentric, often excluding authentic representation and inclusion of Black/African American experiences in children's and young adult literature. This issue is exacerbated by a politically charged environment where efforts to pr…
Pedagogy (5 works) · Sociology (5 works) · Multilingual Education and Policy (4 works) · Gender Studies (3 works) · Linguistics (3 works) · Literacy (3 works) · Anthropology (2 works) · Black male (2 works) · Critical Race Theory in Education (2 works) · Curriculum (2 works)