Ph.D. in Educational Studies: Social Foundations of Education, Ball State University, Muncie, Ind., 2018 with minors in Educational Technology and Curriculum & Instruction
M.A. in Education Language Arts 5-12, Teacher's College, Marian University, Indianapolis, Ind., 2013
B.A. in English Literature, University of Wisconsin- Madison, Madison, Wis., 2011
Critical Ethnography, Critical Poetic Inquiry Methodology, Youth civic engagement/activism
Critical Qualitative Research Methodologies; Critical Poetic Inquiry
Social Foundations of Education
Camea Davis is the co-director of the Center for Equity and Justice in Teacher Education and a research assistant professor at the College of Education & Human Development, in the Department of Middle and Secondary Education. Her research focuses on racial justice in teacher education, critical collaborative ethnography and critical poetic inquiry. Current studies include researching a university, community and school-based teacher residency to explore structures that support racial justice in teacher education, youth civic action and qualitative methodologies that view research as a liberationist act.
Davis has published in Qualitative Inquiry, The Journal of Middle School Education, Art/Research International: A Transdisciplinary Journal, Ubiquity: The Journal of Literature, Literacy and the Arts, The Journal of Hip Hop Studies and The Journal of School and Society. Davis has authored conference papers for the American Educational Research Association, the International Congress of Qualitative Inquiry, The National Council on Teachers of English, The National Association of Multicultural Educators, The National Performance Network, The Kennedy Center, The International Symposium on Poetic Inquiry and presented a Tedx Talk through performance poetry on the topic of language diversity in schools.
Davis, C. & Cross, S. B. (In Press). “When Whiteness Clouds Mindfulness: Using Critical Ethnography to Examine Mindfulness Trainings for Educators in Urban Schools.” Equity & Excellence in Education.
Davis, C. & Kenny, I. (2020) “It’s Complicated: A Hip Hop Feminist Perspective on Democracy through Hip Hop Arts.” Journal of Hip Hop Studies: 7(1), 71-86. Available at: https://scholarscompass.vcu.edu/jhhs/vol7/iss1/1
Davis, C. & Hall, L. (2020) “Spoken word performance as activism: Middle school poets challenge American racism,” Middle School Journal, 51:2, 6-15,
Davis, C. (2019). “Sampling Poetry, Pedagogy, and Protest to Build Methodology: Critical Poetic Inquiry as Cultural Relevant Method.” Qualitative Inquiry, 1-11.
Davis. C. (2018). “Writing the self: Slam poetry, youth identity, & critical poetic inquiry.” Art/Research International: A Transdisciplinary Journal. 3(1), 90-113.