Natalie R Davis
Biographic Data
| ID | 913069 |
|---|---|
| NAME | Natalie R Davis |
| GIVEN NAMES | Natalie R |
| FAMILY NAME | Davis |
| SIGNATURE | DAVIS N R |
| AFFILIATIONS | Georgia State University |
| ORCID | 0000-0001-6215-7861 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Potholes and Sociopolitical Possibilities: Deepening Environmental Education for Black Children Living and Learning in the City
This article addresses a fundamental issue in urban and environmental education (EE): the sociopolitical savvy and everyday expertise embodied by city-dwelling Black children are seldom regarded as core indices of learning. While there is important scholarship focused on frameworks for expanding EE, very little of this work engages with Black city-dwelling children's place-based knowledge. Consequently, this study analyzes data taken from an 18-m…
The Emotional Valence of Hyperrationality in STEM Learning: Reinscriptions and Contestations of Coloniality
As part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education , this paper examines the emergence and performance of hyperrationality in STEM classrooms. Hyperrationality describes verbal and embodied expressions whereby learners try to maintain an appearance of neutrality and emotional distance to give credence to political, socioscientific convictions, even under conditions where complete emotional de…
The politics of transdisciplinary research on societal transitions
Within research on societal transitions, ‘post-normal’ scientific approaches such as transdisciplinary research are increasingly prominent. The difficulties of interdisciplinary and transdisciplinary research are well-established, but less attention has been paid to the underlying causes of these difficulties. In this essay, we argue that the political natures of both ‘transdisciplinarity’ and ‘transitions’ themselves underlie the more visible re…
Dissonant Harmonies: Honoring Black Children's Complex Personhood, Sociopolitical Knowing and Learning in Qualitative Research
In this article, I offer a window into my methodology and stance toward learning from and with Black children. Through extended vignettes or "tracks," I outline a small slice of how I came to appreciate the complexities of their personhood and critical knowing through an 18-month qualitative study designed to support these ends. More precisely, I reflect on the role of relationship-building, creative arts, and playful participation as resources f…
Creativity as a Racializing and Ableizing Scientific Object: Disentangling the Democratic Impulse From Justice-Oriented Futures
In this review of literature, we attend to some of the ways that well-intentioned hopes for fostering creativity and encouraging greater inclusion may also rely on problematic premises that work to reify exclusionary logics and practices. More specifically, we historicize and critically examine how creativity studies—often despite explicit efforts to broaden notions of creativity, include marginalized populations, and democratize education—have d…
We who believe in freedom: Freedom Schools as a critical context for the positive, sociopolitical development of Black youth
Due to the shortcomings of traditional schools, innovative supplementary (e.g. out-of-school, summer) programs have been identified as important sites for the positive development and learning of Black youth. This study foregrounds Black youth perspectives to offer additional insight into the role of supplementary programming. Drawing from 15 semi-structured, pre-post interviews with Black youth participating in a six-week summer CDF Freedom Scho…
Learning from below: A micro-ethnographic account of children's self-determination as sociopolitical and intellectual action
We who believe in freedom: Freedom Schools as a critical context for the positive, sociopolitical development of Black youth
Due to the shortcomings of traditional schools, innovative supplementary (e.g. out-of-school, summer) programs have been identified as important sites for the positive development and learning of Black youth. This study foregrounds Black youth perspectives to offer additional insight into the role of supplementary programming. Drawing from 15 semi-structured, pre-post interviews with Black youth participating in a six-week summer CDF Freedom Scho…
The Emotional Valence of Hyperrationality in STEM Learning: Reinscriptions and Contestations of Coloniality
As part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education , this paper examines the emergence and performance of hyperrationality in STEM classrooms. Hyperrationality describes verbal and embodied expressions whereby learners try to maintain an appearance of neutrality and emotional distance to give credence to political, socioscientific convictions, even under conditions where complete emotional de…
The politics of transdisciplinary research on societal transitions
Within research on societal transitions, ‘post-normal’ scientific approaches such as transdisciplinary research are increasingly prominent. The difficulties of interdisciplinary and transdisciplinary research are well-established, but less attention has been paid to the underlying causes of these difficulties. In this essay, we argue that the political natures of both ‘transdisciplinarity’ and ‘transitions’ themselves underlie the more visible re…
Learning from below: A micro-ethnographic account of children's self-determination as sociopolitical and intellectual action
We who believe in freedom: Freedom Schools as a critical context for the positive, sociopolitical development of Black youth
Due to the shortcomings of traditional schools, innovative supplementary (e.g. out-of-school, summer) programs have been identified as important sites for the positive development and learning of Black youth. This study foregrounds Black youth perspectives to offer additional insight into the role of supplementary programming. Drawing from 15 semi-structured, pre-post interviews with Black youth participating in a six-week summer CDF Freedom Scho…
Creativity as a Racializing and Ableizing Scientific Object: Disentangling the Democratic Impulse From Justice-Oriented Futures
In this review of literature, we attend to some of the ways that well-intentioned hopes for fostering creativity and encouraging greater inclusion may also rely on problematic premises that work to reify exclusionary logics and practices. More specifically, we historicize and critically examine how creativity studies—often despite explicit efforts to broaden notions of creativity, include marginalized populations, and democratize education—have d…
The politics of transdisciplinary research on societal transitions
Within research on societal transitions, ‘post-normal’ scientific approaches such as transdisciplinary research are increasingly prominent. The difficulties of interdisciplinary and transdisciplinary research are well-established, but less attention has been paid to the underlying causes of these difficulties. In this essay, we argue that the political natures of both ‘transdisciplinarity’ and ‘transitions’ themselves underlie the more visible re…
Dissonant Harmonies: Honoring Black Children's Complex Personhood, Sociopolitical Knowing and Learning in Qualitative Research
In this article, I offer a window into my methodology and stance toward learning from and with Black children. Through extended vignettes or "tracks," I outline a small slice of how I came to appreciate the complexities of their personhood and critical knowing through an 18-month qualitative study designed to support these ends. More precisely, I reflect on the role of relationship-building, creative arts, and playful participation as resources f…
Potholes and Sociopolitical Possibilities: Deepening Environmental Education for Black Children Living and Learning in the City
This article addresses a fundamental issue in urban and environmental education (EE): the sociopolitical savvy and everyday expertise embodied by city-dwelling Black children are seldom regarded as core indices of learning. While there is important scholarship focused on frameworks for expanding EE, very little of this work engages with Black city-dwelling children's place-based knowledge. Consequently, this study analyzes data taken from an 18-m…
The Emotional Valence of Hyperrationality in STEM Learning: Reinscriptions and Contestations of Coloniality
As part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education , this paper examines the emergence and performance of hyperrationality in STEM classrooms. Hyperrationality describes verbal and embodied expressions whereby learners try to maintain an appearance of neutrality and emotional distance to give credence to political, socioscientific convictions, even under conditions where complete emotional de…
Sociology (7 works) · Political science (5 works) · Gender Studies (4 works) · Psychology (4 works) · Epistemology (3 works) · Law (3 works) · Anthropology (2 works) · Children's Rights and Participation (2 works) · Critical Race Theory in Education (2 works) · Early Childhood Education and Development (2 works)