Ph.D. in Teaching and Learning, Georgia State University, 2017
Ed.S. in Secondary Education, University of West Georgia, 2011
M.S. in Secondary Education, Texas A&M University Corpus Christi, 2006
B.A. in English, Auburn University Montgomery, 2002
Teaching for social justice
For over a decade, Charity Gordon served as a secondary English teacher in the urban South, teaching in Alabama, Texas and Georgia. Throughout her teaching career, she developed a passion for enacting critical and dialogic pedagogies in the urban classroom. She earned her Ph.D. in teaching and learning from Georgia State University. Her dissertation, an ethnography on how a teacher enacted critical and dialogic pedagogies for the first time, contributes to the existing literature on how the classroom can serve as a conduit for positive social change. Through her research and scholarship, she hopes to advance the national conversation on improving the academic and social outcomes for students attending urban schools.
Gordon is currently a clinical assistant professor in the Middle and Secondary Education Department at Georgia State University. She teaches courses related to critical literacies instruction and assessment. Through her work, she aims to build a long-lasting school and community partnerships that dismantle structural barriers to student achievement and build educational opportunities that promote equity and justice. She has published articles in Ubiquity, the Journal of Language and Literacy Education, Multicultural Perspectives and Teaching and Teacher Education. She is also the recipient of the Southern Regional Educational Board Doctoral Award and the Beverly J. Armento Endowed Award. To learn more about her work, click here.
Behizadeh, N., Gordon, C. T., Thomas, C., Marks, B., Oliver, L., Goodwin, H. (2019). “Social justice beliefs and curricular freedom: Factors supporting critical composition pedagogy in a U.S. middle school.” Teaching and Teacher Education, 85, 58-68.
Gordon, C. T. (2019). “Trusting students’ voices in critical English education.” Journal of Language and Literacy Education, 15(1), 1-32.
Gordon, C. T., Council, T., Dukes, N., and Muhammad, G. E. (2019). “Defying a single narrative of Black girls’ literacies: Reflections on an African American read-in.” Multicultural Perspectives, 21(1), 3-10.
Gordon, C. T. (2017). “Critical literacy and the arts: Using one-act plays to promote social justice.” Ubiquity: The Journal of Literature, Literacy and the Arts, 4(2), 75-89.