TR Berry | University of Central Florida (original) (raw)
Theodorea Regina Berry, EdD (National-Louis University, 2002) is a Professor of Curriculum Studies at the University of Central Florida , College of Community Innovation and Education in the Department of Learning Sciences and Educational Research. She also currently serves as Vice Provost for Student Learning and Academic Success and Dean of the College of Undergraduate Studies at UCF. Dr. Berry, a pioneer scholar on critical race feminism in the context of education, engages in scholarship with a focus on the lived experiences of Black women and women of color as pre-service teachers and teacher educators, critical examination of race, ethnicity, and gender for teaching and teacher education, and critical race feminism, and curriculum theory. Dr. Berry’s research appears in such journals as the International Journal of Qualitative Studies in Education, Journal of Curriculum Theorizing, Race, Ethnicity, and Education, Journal of Educational Foundations, Review of Educational Research, and Urban Review.
Dr. Berry has published several articles and book chapters and is Lead editor of Latinx Curriculum Theorizing (2018, Lexington Books), lead editor and contributing author of From Oppression to Grace: Women of Color and their Dilemmas Within the Academy (2006, Stylus Publishing) and author of States of Grace: Counterstories from a Black Woman in the Academy (2016, Peter Lang). She is also co-editor of The Evolving Significance of Race in Education: Living, Learning, and Teaching (with Sherick Hughes, Peter Lang, 2012). She is also founding senior co-editor of the International Journal of Curriculum and Social Justice.
Dr. Berry is actively engaged in the local community. She is a member of the Orlando Alumnae Chapter of Delta Sigma Theta Sorority, Inc., and St. Andrew Catholic Church.
Address: San Antonio, Texas, United States
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Papers by TR Berry
Teaching Education, 2018
In this essay, we provide a brief introductory statement to the special issue of Teaching Educati... more In this essay, we provide a brief introductory statement to the special issue of Teaching Education titled What is To Be Done with Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers. In our introductory statement, we describe the specific aim and broad purposes of the special issue and characterize its contents. Our specific aim with the special issue is to advance the conscientization of preservice and inservice teachers via critical pedagogies and race-based epistemologies. Our broad purposes are to (a) resist the ascendant, whitened, and Eurocentric fascism via our collective pedagogical labor in teacher education and (b) reorient curriculum and educational foundations' critical knowledges toward institutional praxis. We conclude our introductory statement by characterizing the contents of the special issue for teacher educators and teacher education researchers.
International Journal of Qualitative Studies in Education, 2016
Abstract In our conceptual essay, we draw on an exchange between a White scholar and a group of p... more Abstract In our conceptual essay, we draw on an exchange between a White scholar and a group of panelists on Critical Race Theory at an international conference. Taking up this exchange as our point of departure, we work in dialectical and multidimensional ways between the essentialized politics of place on race and critical anti-essentializing foundations in recent Critical Race Feminism and Critical White Studies’ literatures. Working the dialectics and multidimensionality of the place that race makes in academic discourse, we recognize and ethically work through the essentialized politics of place in advancing anti-essentializing understandings of race. In articulating these anti-essentializing understandings, our conceptual essay drives at the notion of a generative politics of place on race in academic discourse. A generative politics of place holds essentialized realities and anti-essentializing foundations of race in dialectical and multidimensional tension for teaching, learning, and discussing race in local, national, and international contexts.
Democracy education, 2005
Educational Foundations, 2013
As we begin to journey through this new 21st century, educators at every level are endeavoring to... more As we begin to journey through this new 21st century, educators at every level are endeavoring to meet the challenge to be responsive to the educational needs of their students, current and future. This is especially true in relationship to the education of students of diverse backgrounds (Ladson-Billings 2001; 1999; 1994) in public educational settings. These settings are largely made up of Black and Brown students, African American and Latino/a children. Education for these students has become an important consideration in curriculum and pedagogy for colleges/universities, state boards of education, school districts, and agencies including NCATE. This is further complicated by the fact that the majority of students entering the teaching profession are White and female (Ladson-Billings, 2001). In 2006-2007, 105,641 students earned degrees in education (National Center of Educational Statistics). Of these, 83,125 were women, 70,889 were White women, and 18,979 were White men. The le...
Journal of curriculum theorizing, 2017
There has been much critique of globalization now circulating in curriculum studies both national... more There has been much critique of globalization now circulating in curriculum studies both nationally, in the United States, and internationally, helps us understand some of the lethal effects of globalization. Nevertheless, little of such critique is grounded in a strong commitment to work beyond the Western epistemological perimeter. While we, as reconceptualists in curriculum studies, acknowledge the necessity to honor the multiple sources and perspectives of knowledge, we continue to operate in spaces and with intentions embedded in globalized, traditional notions of curriculum. This problem is especially heightened for socially marginalized learners, particularly Black/African American learners. In this article, I will articulate the influence of Africana studies in curriculum theory as a counter-western narrative for social justice. In doing so, I will articulate the ways in which Africana Studies provide underlying philosophies to reconceptualist notions of curriculum theor...
Teaching Education, 2018
As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum a... more As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers, our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call critical and decolonizing education sciences. In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) better historicizing academic work and (b) clearly responding to demands of institutional praxis.
Review of Educational Research, 2016
In this study of White teacher identity literatures, we historicize, define, and advance second-w... more In this study of White teacher identity literatures, we historicize, define, and advance second-wave White teacher identity studies in education research and teacher education. First, we provide a discussion of methodology used to conduct this study called the synoptic text. Second, we provide an historical account of White teacher identity studies that situates our review of literatures. Third, using the methodology of the synoptic text, we provide a systematic review of White teacher identity studies between 2004 and 2014. Situated within an account of a developing field, we develop the notion of second-wave White teacher identity studies. In our discussion and conclusion, we articulate the pedagogical implications of second-wave White teacher identity studies for education research and teacher education.
Journal of School Choice, 2014
![Research paper thumbnail of [PDF]Engaged Pedagogy and Critical Race Feminism](https://attachments.academia-assets.com/88736410/thumbnails/1.jpg)
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The Urban Review, 2005
Public schools have increasing numbers of its teachers fitting into one demographic, white and fe... more Public schools have increasing numbers of its teachers fitting into one demographic, white and female, while the numbers of African American teachers decrease (Ladson-Billings, Crossing over to Canaan: The Journey of New Teachers in Diverse Classrooms. San Francisco: Josey-Bass [2001]). Furthermore, African American collegiates who decide to enter teaching may face a chilly climate as a result of their cultural and educational experiences as they encounter devaluation in the classroom (Delpit, Other People's Children: Cultural Conflict in the Class room. New York: The New Press [1995]). As a result, African American pre-service teachers may question the validity of the formal curriculum presented in college as it conflicts with their perceptions of school, thereby, leaving teacher-educators largely responsible for the quality of life and subsequent devotion to profession of these students. Critical autoethnography, using fieldnotes/research journaling, and student memoirs all through a theoretical backdrop of critical race feminism provide a glimpse into the teaching and learning experiences and dilemmas of one African American female teacher educator utilizing what I call personally engaged pedagogy as a means of enhancing the quality of the learning experiences of her African American pre-service teachers.
Race Ethnicity and Education, 2013
In what ways do the tragedies centered on the lives of black youth, particularly black male youth... more In what ways do the tragedies centered on the lives of black youth, particularly black male youth, inform teachers, education policymakers, and teacher educators about what knowledge is most worth knowing? In this counter/story, we will examine the details of the life and death of Trayvon Martin. From these details, we will extract and interpret a curriculum of tragedy that draws from Derrick Bell’s particular contributions to critical race theory (CRT) applies its central tenets. This article will conclude with lesson for black education for teachers, education policymakers and teacher educators.
The work and words presented are a reflection of the multidimensionality of two critical race sch... more The work and words presented are a reflection of the multidimensionality of two critical race scholars and their engagement with the work of Dr. William H. Watkins, specifically his seminal text The White Architects of Black Education: Ideology and Power, 1865-1954 . This work will be framed similarly to the way Watkins framed his chapter on General Samuel Chapman Armstrong in this work. Our story, a critical auto-ethnographic narrative, will begin with a discussion of the historical context that frames the relationship we have with Watkins and the relationship we have with General Samuel Chapman Armstrong and Hampton Institute. Next, this work will provide a description of critical auto-ethnography and narrative inquiry as independent research approaches that are combined for the purpose of this work. The work will continue with a discussion about the purpose of knowledge for Blacks at Hampton, the culture of the Hampton experience, and the role of politics, race, and education m...
International Journal of Qualitative Studies in Education, Nov 1, 2009
... sity, and social justice. Theodorea Berry currently serves as the chair, Critical Examination... more ... sity, and social justice. Theodorea Berry currently serves as the chair, Critical Examination of Race, Ethnicity, Class, and Gender Special Interest Group of the American Educational Research Association (AERA). She is an active ...
Educational Foundations, 2010
Journal of Thought, Mar 22, 2005
Journal of Curriculum Theorizing, May 2, 2014
Peter Lang New York, 2012
... Take Action to Create Change (Sachi Feris); (6) Owning the "Buts": High Sch... more ... Take Action to Create Change (Sachi Feris); (6) Owning the "Buts": High School Students Confront History and Heterosexism (Connie North); (7 ... Students in US Schools (Leticia Alvarez and Francisco Rios); (15) Race, Wealth, and the Commons (Dedrick Muhammad and Chuck ...
Journal of Adolescent & Adult Literacy, 2004
... KaaVonia Hinton Theodorea Berry Hinton teaches at Old Dominion University in Norfolk, Virgini... more ... KaaVonia Hinton Theodorea Berry Hinton teaches at Old Dominion University in Norfolk, Virginia. ... KaaVonia: Reading for my life Lerone Bennett, Jr., in his controversial book Forced Into Glory:Abraham Lincoln's White Dream (2000), indicated that as a child he read for his life. ...
a department of Humanities, elgin community college, elgin, Il, uSa; b department of Interdiscipl... more a department of Humanities, elgin community college, elgin, Il, uSa; b department of Interdisciplinary teaching and learning, university of texas at San antonio, San antonio, tX, uSa; c department of teaching and learning, Georgia Southern university, Statesboro, Ga, uSa ABSTRACT In our conceptual essay, we draw on an exchange between a White scholar and a group of panelists on Critical Race Theory at an international conference. Taking up this exchange as our point of departure, we work in dialectical and multidimensional ways between the essentialized politics of place on race and critical anti-essentializing foundations in recent Critical Race Feminism and Critical White Studies' literatures. Working the dialectics and multidimensionality of the place that race makes in academic discourse, we recognize and ethically work through the essentialized politics of place in advancing anti-essentializing understandings of race. In articulating these anti-essentializing understandings, our conceptual essay drives at the notion of a generative politics of place on race in academic discourse. A generative politics of place holds essentialized realities and anti-essentializing foundations of race in dialectical and multidimensional tension for teaching, learning, and discussing race in local, national, and international contexts.
Teaching Education, 2018
In this essay, we provide a brief introductory statement to the special issue of Teaching Educati... more In this essay, we provide a brief introductory statement to the special issue of Teaching Education titled What is To Be Done with Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers. In our introductory statement, we describe the specific aim and broad purposes of the special issue and characterize its contents. Our specific aim with the special issue is to advance the conscientization of preservice and inservice teachers via critical pedagogies and race-based epistemologies. Our broad purposes are to (a) resist the ascendant, whitened, and Eurocentric fascism via our collective pedagogical labor in teacher education and (b) reorient curriculum and educational foundations' critical knowledges toward institutional praxis. We conclude our introductory statement by characterizing the contents of the special issue for teacher educators and teacher education researchers.
International Journal of Qualitative Studies in Education, 2016
Abstract In our conceptual essay, we draw on an exchange between a White scholar and a group of p... more Abstract In our conceptual essay, we draw on an exchange between a White scholar and a group of panelists on Critical Race Theory at an international conference. Taking up this exchange as our point of departure, we work in dialectical and multidimensional ways between the essentialized politics of place on race and critical anti-essentializing foundations in recent Critical Race Feminism and Critical White Studies’ literatures. Working the dialectics and multidimensionality of the place that race makes in academic discourse, we recognize and ethically work through the essentialized politics of place in advancing anti-essentializing understandings of race. In articulating these anti-essentializing understandings, our conceptual essay drives at the notion of a generative politics of place on race in academic discourse. A generative politics of place holds essentialized realities and anti-essentializing foundations of race in dialectical and multidimensional tension for teaching, learning, and discussing race in local, national, and international contexts.
Democracy education, 2005
Educational Foundations, 2013
As we begin to journey through this new 21st century, educators at every level are endeavoring to... more As we begin to journey through this new 21st century, educators at every level are endeavoring to meet the challenge to be responsive to the educational needs of their students, current and future. This is especially true in relationship to the education of students of diverse backgrounds (Ladson-Billings 2001; 1999; 1994) in public educational settings. These settings are largely made up of Black and Brown students, African American and Latino/a children. Education for these students has become an important consideration in curriculum and pedagogy for colleges/universities, state boards of education, school districts, and agencies including NCATE. This is further complicated by the fact that the majority of students entering the teaching profession are White and female (Ladson-Billings, 2001). In 2006-2007, 105,641 students earned degrees in education (National Center of Educational Statistics). Of these, 83,125 were women, 70,889 were White women, and 18,979 were White men. The le...
Journal of curriculum theorizing, 2017
There has been much critique of globalization now circulating in curriculum studies both national... more There has been much critique of globalization now circulating in curriculum studies both nationally, in the United States, and internationally, helps us understand some of the lethal effects of globalization. Nevertheless, little of such critique is grounded in a strong commitment to work beyond the Western epistemological perimeter. While we, as reconceptualists in curriculum studies, acknowledge the necessity to honor the multiple sources and perspectives of knowledge, we continue to operate in spaces and with intentions embedded in globalized, traditional notions of curriculum. This problem is especially heightened for socially marginalized learners, particularly Black/African American learners. In this article, I will articulate the influence of Africana studies in curriculum theory as a counter-western narrative for social justice. In doing so, I will articulate the ways in which Africana Studies provide underlying philosophies to reconceptualist notions of curriculum theor...
Teaching Education, 2018
As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum a... more As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers, our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call critical and decolonizing education sciences. In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) better historicizing academic work and (b) clearly responding to demands of institutional praxis.
Review of Educational Research, 2016
In this study of White teacher identity literatures, we historicize, define, and advance second-w... more In this study of White teacher identity literatures, we historicize, define, and advance second-wave White teacher identity studies in education research and teacher education. First, we provide a discussion of methodology used to conduct this study called the synoptic text. Second, we provide an historical account of White teacher identity studies that situates our review of literatures. Third, using the methodology of the synoptic text, we provide a systematic review of White teacher identity studies between 2004 and 2014. Situated within an account of a developing field, we develop the notion of second-wave White teacher identity studies. In our discussion and conclusion, we articulate the pedagogical implications of second-wave White teacher identity studies for education research and teacher education.
Journal of School Choice, 2014
The Urban Review, 2005
Public schools have increasing numbers of its teachers fitting into one demographic, white and fe... more Public schools have increasing numbers of its teachers fitting into one demographic, white and female, while the numbers of African American teachers decrease (Ladson-Billings, Crossing over to Canaan: The Journey of New Teachers in Diverse Classrooms. San Francisco: Josey-Bass [2001]). Furthermore, African American collegiates who decide to enter teaching may face a chilly climate as a result of their cultural and educational experiences as they encounter devaluation in the classroom (Delpit, Other People's Children: Cultural Conflict in the Class room. New York: The New Press [1995]). As a result, African American pre-service teachers may question the validity of the formal curriculum presented in college as it conflicts with their perceptions of school, thereby, leaving teacher-educators largely responsible for the quality of life and subsequent devotion to profession of these students. Critical autoethnography, using fieldnotes/research journaling, and student memoirs all through a theoretical backdrop of critical race feminism provide a glimpse into the teaching and learning experiences and dilemmas of one African American female teacher educator utilizing what I call personally engaged pedagogy as a means of enhancing the quality of the learning experiences of her African American pre-service teachers.
Race Ethnicity and Education, 2013
In what ways do the tragedies centered on the lives of black youth, particularly black male youth... more In what ways do the tragedies centered on the lives of black youth, particularly black male youth, inform teachers, education policymakers, and teacher educators about what knowledge is most worth knowing? In this counter/story, we will examine the details of the life and death of Trayvon Martin. From these details, we will extract and interpret a curriculum of tragedy that draws from Derrick Bell’s particular contributions to critical race theory (CRT) applies its central tenets. This article will conclude with lesson for black education for teachers, education policymakers and teacher educators.
The work and words presented are a reflection of the multidimensionality of two critical race sch... more The work and words presented are a reflection of the multidimensionality of two critical race scholars and their engagement with the work of Dr. William H. Watkins, specifically his seminal text The White Architects of Black Education: Ideology and Power, 1865-1954 . This work will be framed similarly to the way Watkins framed his chapter on General Samuel Chapman Armstrong in this work. Our story, a critical auto-ethnographic narrative, will begin with a discussion of the historical context that frames the relationship we have with Watkins and the relationship we have with General Samuel Chapman Armstrong and Hampton Institute. Next, this work will provide a description of critical auto-ethnography and narrative inquiry as independent research approaches that are combined for the purpose of this work. The work will continue with a discussion about the purpose of knowledge for Blacks at Hampton, the culture of the Hampton experience, and the role of politics, race, and education m...
International Journal of Qualitative Studies in Education, Nov 1, 2009
... sity, and social justice. Theodorea Berry currently serves as the chair, Critical Examination... more ... sity, and social justice. Theodorea Berry currently serves as the chair, Critical Examination of Race, Ethnicity, Class, and Gender Special Interest Group of the American Educational Research Association (AERA). She is an active ...
Educational Foundations, 2010
Journal of Thought, Mar 22, 2005
Journal of Curriculum Theorizing, May 2, 2014
Peter Lang New York, 2012
... Take Action to Create Change (Sachi Feris); (6) Owning the "Buts": High Sch... more ... Take Action to Create Change (Sachi Feris); (6) Owning the "Buts": High School Students Confront History and Heterosexism (Connie North); (7 ... Students in US Schools (Leticia Alvarez and Francisco Rios); (15) Race, Wealth, and the Commons (Dedrick Muhammad and Chuck ...
Journal of Adolescent & Adult Literacy, 2004
... KaaVonia Hinton Theodorea Berry Hinton teaches at Old Dominion University in Norfolk, Virgini... more ... KaaVonia Hinton Theodorea Berry Hinton teaches at Old Dominion University in Norfolk, Virginia. ... KaaVonia: Reading for my life Lerone Bennett, Jr., in his controversial book Forced Into Glory:Abraham Lincoln's White Dream (2000), indicated that as a child he read for his life. ...
a department of Humanities, elgin community college, elgin, Il, uSa; b department of Interdiscipl... more a department of Humanities, elgin community college, elgin, Il, uSa; b department of Interdisciplinary teaching and learning, university of texas at San antonio, San antonio, tX, uSa; c department of teaching and learning, Georgia Southern university, Statesboro, Ga, uSa ABSTRACT In our conceptual essay, we draw on an exchange between a White scholar and a group of panelists on Critical Race Theory at an international conference. Taking up this exchange as our point of departure, we work in dialectical and multidimensional ways between the essentialized politics of place on race and critical anti-essentializing foundations in recent Critical Race Feminism and Critical White Studies' literatures. Working the dialectics and multidimensionality of the place that race makes in academic discourse, we recognize and ethically work through the essentialized politics of place in advancing anti-essentializing understandings of race. In articulating these anti-essentializing understandings, our conceptual essay drives at the notion of a generative politics of place on race in academic discourse. A generative politics of place holds essentialized realities and anti-essentializing foundations of race in dialectical and multidimensional tension for teaching, learning, and discussing race in local, national, and international contexts.