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Tonia Durden

Clinical Associate Professor    B-5 Program Coordinator    
Education

Ph.D., Early Childhood Education, Georgia State University
M.A., Curriculum and Instruction, Central Michigan University
B.S.E., Early Childhood Education, Georgia State University

Specializations

Culturally responsive education, socio-cultural child development and racial educational equity.

Biography

Tonia Durden, Ph.D., is a clinical associate professor and Birth through 5 program coordinator within the Department of Early Childhood and Elementary Education at Georgia State University.

Durden’s professional work and scholarship can be categorized into three core areas of focus:

  • Early childhood education (curriculum and program development)
  • Cultural diversity (research to professional practice)
  • Early childhood systems engagement (strategic partnership systems building)

Durden is committed to using teacher education and research as an informative vehicle towards helping develop educators and leaders who become culturally responsive change agents in their classrooms and communities.

Publications

Durden, T., Mincemoyer, C., Crandall, L., Alivz, K. & Garcia, A. (2015). Gateway to Quality: Online Professional Development for Family Child Care Providers. Early Child Development and Care. 186 (7), 1079-1095.

Iruka, I., Durden, T., & Kennel, P. (2015). Changing Faces: Parenting, Culture and Child Learning and Development. Zero to Three, 35(4), 10-18.

Durden, T. (2015) Cracking the walls of the education matrix: Are you ready to educate culturally and linguistically diverse students? In J.M. Iorio & W. Parnell (Eds) Rethinking Readiness in Early Childhood Education: Implications for Policy and Practice, New York: Palgrave MacMillian.

Durden, T., Escalante, E., & Blitch, K. (2015). Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom. Early Childhood Education Journal, 43(3), 223-232.

Durden, T., Dooley, C, & Truscott, D. (2014). Race Still Matters: Preparing Culturally Relevant Teachers, Race, Ethnicity & Education. 19 (5), 1003-1024.