Tonia Durden
Clinical Professor - Birth through Five Program Coordinator Early Childhood and Elementary Education- 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 professor and Birth through Five (B-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. and Curenton, S. (2021). “Recognizing Shortcomings of Traditional Professional Knowledge Base.” In Advancing Equity in Early Childhood. National Association for the Education of Young Children.
Iruka, I., Curenton, S., Durden, T., & Escayg, K.A. (2020). “Don’t Look Away:” Anti-bias Educational Practices that Inspire Educators to Teach Social Justice and Advocacy to Children. Gryphon House Publishing, Lewisville, NC.
Durden, T. (2020). “Lights, Camera, Teach!: Key Features of Anti-bias and Culturally Responsive Education,” In Iruka, I., Curenton, S., Durden, T., & Escayg. K.A. “Don’t Look Away”: Anti-bias Educational Practices that Inspire Educators to Teach Social Justice and Advocacy to Children. Gryphon House Publishing, Lewisville, NC.
Durden, T. & Curenton, S. (2017). “Pathways to Excellence!: What We Know Works for Impacting Black Children’s Success.” In I. Iruka, S. Curenton, & T. Durden (Eds) African American Children in Early Childhood Education: Making the Case for Policy Investments in Families, Schools and Communities. Emerald Publishing, Bingley, United Kingdom.
Durden, T. & Iruka, I. (2016). “Stop Gap Gazing: Promoting the holistic health, education and success of Black children and families.” In K. Dombrowski & Carrasco, K. G. (Eds) Reducing Health Disparities in the Midwest: Research Updates from the Field. Syron Design Academic Publishing, Lincoln, NE.
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.
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.