Natacha Ndabahagamye Jones
Biographic Data
| ID | 4642294 |
|---|---|
| NAME | Natacha Ndabahagamye Jones |
| GIVEN NAMES | Natacha Ndabahagamye |
| FAMILY NAME | Jones |
| SIGNATURE | JONES N N |
| AFFILIATIONS | Department of Teacher Education and Administration, The University of North Texas, Denton, TX, USA |
| ORCID | 0000-0002-5928-471X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Making the world otherwise with slow methodology and Global South onto-epistemologies
Black Girl Joy (Un)Interrupted
Black girls’ schooling experiences and capabilities are understudied. Their brilliance eludes neoliberal early childhood contexts characterized by control, standardization, hyper-individualism, and antiblackness. This article builds on Black Girlhood frameworks and Engaged Pedagogy to center 11 Black girls in three Texas PreK classrooms. In a secondary analysis of video-data from two large-scale video-cued ethnographies, we documented their capab…
Assessing Contexts, Not Children
United States policymakers and education leaders continue to assess young children as if their learning contexts are neutral and harmless. This article draws upon examples from the multi-sited Civic Action and Young Children study to show why contexts that actively refuse deficit, racist thinking and support agency have the best chance of showing children’s diverse ranges of skills and knowledge and so should be the focus of assessment
Equitable access to agency-supportive early schooling contexts for young children of color
Black Girl Joy (Un)Interrupted
Black girls’ schooling experiences and capabilities are understudied. Their brilliance eludes neoliberal early childhood contexts characterized by control, standardization, hyper-individualism, and antiblackness. This article builds on Black Girlhood frameworks and Engaged Pedagogy to center 11 Black girls in three Texas PreK classrooms. In a secondary analysis of video-data from two large-scale video-cued ethnographies, we documented their capab…
Assessing Contexts, Not Children
United States policymakers and education leaders continue to assess young children as if their learning contexts are neutral and harmless. This article draws upon examples from the multi-sited Civic Action and Young Children study to show why contexts that actively refuse deficit, racist thinking and support agency have the best chance of showing children’s diverse ranges of skills and knowledge and so should be the focus of assessment
Equitable access to agency-supportive early schooling contexts for young children of color
Making the world otherwise with slow methodology and Global South onto-epistemologies
Black Girl Joy (Un)Interrupted
Black girls’ schooling experiences and capabilities are understudied. Their brilliance eludes neoliberal early childhood contexts characterized by control, standardization, hyper-individualism, and antiblackness. This article builds on Black Girlhood frameworks and Engaged Pedagogy to center 11 Black girls in three Texas PreK classrooms. In a secondary analysis of video-data from two large-scale video-cued ethnographies, we documented their capab…
Early Childhood Education and Development (3 works) · Psychology (3 works) · Critical Race Theory in Education (2 works) · Developmental psychology (2 works) · Education Discipline and Inequality (2 works) · Girl (2 works) · Parental Involvement in Education (2 works) · Pedagogy (2 works) · Sociology (2 works) · Agency (philosophy (1 work)