Greg Simmons | University of Missouri Columbia (original) (raw)
Greg is a National Board Certified Teacher (AYA-SSH) who has taught social studies and English for the last 16 years in Chicago, rural Missouri, and Columbia, MO. He is also a PhD student in Social Studies Education at the University of Missouri. His interests are race critical theories, the teaching & learning of Black History, critical pedagogies, and teacher education.
Supervisors: LaGarrett King
Address: Columbia, MO
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Papers by Greg Simmons
International Journal of Multicultural Education, 2022
In a society steeped in media, teacher educators receive an education inside and outside the clas... more In a society steeped in media, teacher educators receive an education inside and outside the classroom. Thus, we aim to engage in critical race media literacy through an analysis of Hello Privilege. It's Me, Chelsea. We do so through a frame of white fragility (DiAngelo, 2011) and white emotionalities (Matias, 2016). In this article, we argue that it is vital to disrupt and challenge notions of white supremacy and whiteness by highlighting examples of white fragility and white emotionalities in the media to make visible what often operates as invisible in society.
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Education Week, 2021
Daniel P. Tulino is an assistant professor of education at Stockton University and a researcher o... more Daniel P. Tulino is an assistant professor of education at Stockton University and a researcher of Black history living in southern New Jersey. Greg Simmons is a high school English and social studies teacher, a doctoral student, and a researcher of Black history in Missouri. Brianne R. Pitts is a 4th grade teacher, instructional coach, and a researcher of Black history living in suburban Wisconsin. The three authors have been since working together on scholarship and presentations that focus on white educators teaching Black history.
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Black History Bulletin, 2019
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Oregon Journal of the Social Studies, 2019
In this article, the authors argue that the development of high school Black history courses are ... more In this article, the authors argue that the development of high school Black history courses are missing a key element-a Black historical consciousness. Using an example from a school district in Missouri, they explore the history, content, curriculum, pedagogy, and limitations of a course that combines Black Studies with Black history and literature. They examine how a reconceptualization of this course is possible and suggest that all educational stakeholders could benefits from this new approach.
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Bookmarks Related papers MentionsView impact
International Journal of Multicultural Education, 2022
In a society steeped in media, teacher educators receive an education inside and outside the clas... more In a society steeped in media, teacher educators receive an education inside and outside the classroom. Thus, we aim to engage in critical race media literacy through an analysis of Hello Privilege. It's Me, Chelsea. We do so through a frame of white fragility (DiAngelo, 2011) and white emotionalities (Matias, 2016). In this article, we argue that it is vital to disrupt and challenge notions of white supremacy and whiteness by highlighting examples of white fragility and white emotionalities in the media to make visible what often operates as invisible in society.
Bookmarks Related papers MentionsView impact
Education Week, 2021
Daniel P. Tulino is an assistant professor of education at Stockton University and a researcher o... more Daniel P. Tulino is an assistant professor of education at Stockton University and a researcher of Black history living in southern New Jersey. Greg Simmons is a high school English and social studies teacher, a doctoral student, and a researcher of Black history in Missouri. Brianne R. Pitts is a 4th grade teacher, instructional coach, and a researcher of Black history living in suburban Wisconsin. The three authors have been since working together on scholarship and presentations that focus on white educators teaching Black history.
Bookmarks Related papers MentionsView impact
Black History Bulletin, 2019
Bookmarks Related papers MentionsView impact
Oregon Journal of the Social Studies, 2019
In this article, the authors argue that the development of high school Black history courses are ... more In this article, the authors argue that the development of high school Black history courses are missing a key element-a Black historical consciousness. Using an example from a school district in Missouri, they explore the history, content, curriculum, pedagogy, and limitations of a course that combines Black Studies with Black history and literature. They examine how a reconceptualization of this course is possible and suggest that all educational stakeholders could benefits from this new approach.
Bookmarks Related papers MentionsView impact