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Rhina Fernandes Williams

Clinical Associate Professor    Critical and Multicultural Education    

Doctor in Philosophy in Educational Studies, Emory University, Atlanta, 2005
Master of Education in Early Childhood Education, Mercer University, Atlanta, 2000
Bachelor of Arts in Psychology, Agnes Scott College, 1992


Critical pedagogy
Teacher development
Biracial schooling
Social justice education
Multicultural education


Dr. Rhina Fernandes Williams is a faculty member in the Department of Early Childhood and Elementary Education. Her work experiences as an elementary school teacher, professor and community member consistently revolve around critical pedagogy and social justice education. Her belief in the power of critically conscious teachers drives her work with inservice, preservice teachers in graduate and undergraduate programs at Georgia State University. She is a member of the Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) program, funded by a grant from the U.S. Department of Education, Supporting Effective Educator Development (SEED). She has collaborated on starting up an innovative Educational Specialist program; serves as co-coordinator for the Doctorate of Education in Curriculum and Instruction; has created numerous graduate and undergraduate courses; and planned and facilitated workshops and retreats for educators, including colleagues at GSU.

Dr. Williams is affiliate faculty in the Alonzo A. Crim Center for Urban Educational Excellence where she connects and collaborates with other students and faculty committed to providing all children with access to a high quality education. Her work extends into schools and the community through professional development. She served on the school board for the International Community School (ICS), a charter school in Dekalb County, Georgia, whose commitment is to provide quality, social justice-oriented education to refugee, immigrant and U.S. born children. Her work with ICS led her into research and scholarship in the area of refugee and immigrant education.


Williams, R.F. & Chilungu, N.E. (2016). Multiracial students and educational policy. In Korgen, K. (Ed.) Race Policy and Multiracial Americans. University of Chicago Press.
Stenhouse, V., Jarrett, O., Williams, R. F.  & Chilungu, N. E. (2014).  In the Service of Learning and Empowerment: Service-Learning, Critical Pedagogy, and the Problem-Solution Project. Information Age Publishing, Charlotte, N.C.
Williams, R. F. (2013). The schooling experiences of Black-White students: When Gray Matters More than Black and White. Education and Urban Society.
Williams, R. F. (2011). “When gray matters more than black or white: The schooling experiences of Black-White biracial students.” Education and Urban Society.
Williams, R.F. (2009). “Black-White Biracial Students in American Schools: A Review of the Literature.” Review of Educational Research.
Williams, B. A., May, L. & Williams, R. F. (2013). “Flowers, Fruits, and Trees: An examination of how preservice teachers write about difficult topics in multicultural education.” Journal of Multilingual and Multicultural Development.