Joyce E. KingProfessor - Benjamin E. Mays Endowed Chair and Professor Educational Policy Studies
Ph.D. in social foundations of education, Stanford University
B.A. in sociology, Stanford University
certificate from the Harvard Institute in Educational Management
The role of cultural knowledge
Diaspora literacy and heritage knowledge in teaching and preparing teachers for diversity
Black teachers' emancipatory pedagogy
Black studies theorizing in education/Black education
Co-auto ethnography/qualitative research methods-as-pedagogy
Visionary parent education
Since 2004, Joyce E. King has served as the Benjamin E. Mays Endowed Chair for Urban Teaching, Learning and Leadership and Professor of Educational Policy Studies in the College of Education & Human Development at Georgia State University.
Previously, King held senior academic affairs positions as Provost at Spelman College, Associate Provost at Medgar Evers College, CUNY and Associate Vice Chancellor for Academic Affairs and Diversity Programs at the University of New Orleans. She was the director of teacher education for twelve years at Santa Clara University and the first head of the Ethnic Studies Department at Mills College. She completed two prestigious leadership programs: the American Council on Education Fellowship at Stanford University with the President, the Vice President for Planning and Management, and the Office for Multicultural Development. As a W.K. Kellogg National Fellowship recipient, King also studied women’s leadership and grassroots participation in social change in China, Brazil, France, Kenya, Japan, Mali and Peru.
Widely respected in the fields of urban education and the sociology of education, King’s research has contributed to the knowledge-base on preparing teachers for diversity and curriculum theorizing through her scholarship, teaching practice and leadership. She served on the Curriculum Commission of the State Board of Education.
Recent publications include the Harvard Educational Review, The Handbook of Research on Black Education, The Handbook of Research on Teacher Education and Voices of Historical and Contemporary Black Pioneers. In addition, King organized and edited a landmark book, Black Education: A Transformative Research and Action Agenda for the New Century that was published for the American Educational Research Association (2005).
She has served as co-editor of the top-ranked Review of Educational Research, and her concept of “dysconscious racism” continues to influence research and practice in education and sociology as well in the U.S. and in other countries. A forthcoming book produced in collaboration with teacher educators and classroom teachers is: “Re-membering” History in Student and Teacher Learning: An Afrocentric and Culturally Informed Praxis.
King has lectured in educational and community organizations in the United States, Brazil, Canada, England, Mali, Senegal, Japan, Jamaica and New Zealand. She has shared her expertise in diversity transformation as a training consultant with civic and human rights organizations and higher education institutions in the U.S. and abroad. She is also President of the Board of Directors of Food First (Institute for Food and Development Policy, Oakland, California).
A dynamic leader and visionary teacher/scholar, King has a wealth of academic, administrative and leadership experience in public, private and non-profit settings, including historical Black and predominately white colleges and universities. She has created numerous opportunities for emergent leaders of diverse backgrounds to progress in their careers. Her accomplishments reflect an emphasis on innovative interdisciplinary scholarship, culturally connected teaching and learning and inclusive transformative leadership for change often in creative partnership with communities.
In 2013, King was voted president-elect of the American Educational Research Association.
“Re-membering” History in Student and Teacher Learning: An Afrocentric Culturally Informed Praxis. (Joyce E. King, Ellen Swartz, et al.). New York: Routledge, 2014.
Black Education: A Transformative Research & Action Agenda for the New Century. (J. King, Ed.), Washington, DC: AERA/Mahwah, NJ: Lawrence Erlbaum, 2005.
Preparing Teachers for Cultural Diversity, J. E. King (Senior Editor), E. R. Hollins & W. C. Hayman (Eds.). New York: Teachers College Press, 1997.
Teaching Diverse Populations: Formulating a Knowledge Base. E.R. Hollins, J. E. King & W.C. Hayman (Eds.). Albany: SUNY Press, 1994.
Black Mothers to Sons: Juxtaposing African American Literature with Social Practice (with C. A. Mitchell). New York: Peter Lang Publishers, Inc., 1990/1995 (2nd Edition).
Selected Book Chapters
A Black woman professor speaks on soul-sovereignty in the academy. In V. L. Farmer & E. Shepherd-Wynn (Eds.). Voices of historical and contemporary Black American pioneers. Volume IV: Education, Social Sciences and Humanities (pp. 271-278). Santa Barbara, CA: Praeger, 2012.
Mis-education or the development of critical race consciousness? Curriculum as Heritage Knowledge. In K. Buras et al., (Ed.). Pedagogy, Policy and the Privatized City: Stories of Dispossession and Defiance from New Orleans (pp. 126-130). New York: Teachers College Press, 2010.
Epilogue: Black education post-Katrina. And “all us we” are not saved. In L. C. Tillman, (Ed.). The SAGE Handbook of African American Education (pp. 499-510). Thousand Oaks, CA: Sage, 2009.
Critical & qualitative research in teacher education: A Blues Epistemology for cultural well-being and a reason for knowing. In M. Cochran-Smith et al., (Eds.). Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (3rd Ed., pp. 1094-1136). New York: Routledge, 2008.
“If justice is our objective”: Diaspora literacy, heritage knowledge and the praxis of critical studyin’ for human freedom. In A. Ball (Ed.), With More Deliberate Speed: Achieving Equity and Excellence in Education—Realizing the Full Potential of Brown v. Board of Education (pp. 337-360). National Society for the Study of Education105th Yearbook, Part 2. New York: Ballenger, 2006.
Preparing teachers for diversity: Teacher education and antiracist pedagogy. In E. W. Ross (Ed.), Race, Ethnicity and Education: Racism and Anti-racism in Education (pp. 209-235). Westport, CT: Praeger, 2006.
Rethinking the Black/White duality of our times. In A. Bogues (Ed.), Caribbean Reasonings: After man, Toward the Human—Critical Essays on Sylvia Wynter (pp. 25-56). Kingston, Jamaica: Ian Randle Publishers, 2005.
Culture-centered knowledge: Black studies, curriculum transformation and social action. In J.A. Banks & C. M. Banks, (Eds.), The Handbook of Research on Multicultural Education (pp. 349-378). San Francisco, CA: Jossey Bass, 2004 (Revised, 2nd Ed.).
Como a pesquisa na educacão do Negro pode-se tornar uma forma de luta pela liberdade humana? (How Can Research in Black Education Become One of the Forms of Struggle for Human Freedom?) In A. A. Brandão (Ed.) Cadernos PENESB 5: The Program on Education, Blacks and Brazilian Society (pp. 89-117). Niterói: Federal University of Fulminense Press, 2004.
Taking culture seriously. In Robert S. Boege (Ed.). Ed Tech revolution in education: The state of digital and distance learning 2103 (pp. 242-246). Washington, D.C.: (ASTRA) The Alliance for Science and Technology Research in America. http://www.stemconnector.org/sites/default/files/store/Edtech-ASTRA-Final-62713.pdf
Education, community and racial-ethnic relations: Experiences in the United States and Mali. Revista Eletrônica de Educação, 6 (2), Nov. 2012. Federal University of São Carlos. http://www.reveduc.ufscar.br/index.php/reveduc/issue/current
“Who dat say (we) too depraved to be saved?” Re-membering Katrina/Haiti (and beyond): Critical studyin’ for human freedom. Harvard Educational Review, 81(2), 343-370. Summer, 2011.
Boŋ Feerey: A teaching and learning methodology for healing the wounds of distance, displacement, and loss caused by hurricane Katrina. Journal of Black Studies, 37(4), 2007, pp. 1-13 (with C. Robertson).
Diaspora literacy and consciousness in the struggle against miseducation in the Black community. Journal of Negro Education, 61(3), 1992, pp. 317-340.
Dysconscious racism: Ideology, identity, and the mis-education of teachers. Journal of Negro Education, 60 (2), 1991, pp. 133-146.
Publications with Doctoral Students
King, J. E., Akua, C., & Russell, L. (2014). Liberating urban education for human freedom. In H. R. Milner & K. Lomotey (Eds.), Handbook for research on urban education (pp. 52-107). New York, NY: Routledge.
King, J. E. & Akua, Chike, Dysconscious Racism and Teacher Education. In J. A. Banks (Ed.). Encyclopedia of Diversity in Education (724-27). Thousand Oaks, CA: SAGE. SAGE Reference Online. 15 June, 2012.
King, J., Gonçalves, P.B.G., Vaughn, M., Rodrigues, T., et al. Engaged research/ers, transformative curriculum and diversity policy for teacher education in the Americas: The U.S., Brazil and Belize. In B. Lindsay & W. Blanchard (Eds.). Universities and global diversity: Preparing educators for tomorrow (pp. 205-226). New York: Routledge, 2011.