Dr. Tanetha  Grosland

Assistant Professor

 

Research Biography

Dr. Tanetha Grosland is an Assistant Professor in the Advanced Studies, Leadership, and Policy department. Her research interests are interdisciplinary and involve bringing postmodern/poststructuralist, cultural, and critical perspectives to bear on curriculum issues. In particular she is interested in how educators and their students experience social justice and intercultural pedagogy and the curricular implications. She has taught online and on-campus courses in teacher leadership, cultural responsive classrooms, teacher inquiry, education and society, and the politics of education. Her work contributes to the ongoing effort to figure out how to best educate (in various settings such as k-12, universities, online, and professional development) on issues of culture, oppression, and social justice.

Degrees

Ph.D., University of Minnesota - Twin Cities, 2010
Major: Education (Curriculum and Instruction, Culture and Teaching)
Dissertation title: "We Better Learn Something": Antiracist Education in Graduate School
Committee: Timothy Lensmire (Chair), Bic Ngo, J.B. Mayo, Mistilina Sato

M.Ed., University of Minnesota - Twin Cities, 2001
Major: Education (Elementary Education and Middle School Social Studies licensure)

B.A., University of Minnesota - Twin Cities, 1997                                                                  Major: Liberal Arts (Political Science)

Key Professional Appointments

Assistant Professor, Advanced Studies, Leadership, and Policy, Morgan State University, 2012-present

Professor In Residence, School of Teaching and Learning/Lastinger Center, Teacher Leadership for School Improvement, University of Florida, 2010-2012

Activities & Honors

Holmes Partnership Scholar, University of Minnesota - Twin Cities

Isabel Graham Giddings Endowment, University of Minnesota - Twin Cities

Transatlantic Outreach Program, Germany

Fulbright Memorial Fund, Japan

Selected Publications

Grosland, T.J. (in press). An examination of the role of emotions in antiracist pedagogy: Implications, scholarship, and practices. Review of Education, Pedagogy, and Cultural Studies.

Horsford, S.D. & Grosland, T.J. (in press). Badges of inferiority: The racialization of achievement in US education. In (forthcoming) M. Lynn & A. Dixon (Eds). Handbook of Critical Race Theory in Education. New York: Routledge Press.

Poekert, P., Castaneda, M., Diaz, R., Boynton, S., Grosland, T.J., Spillman, C. (2011). Professor in residence: A new paradigm for teacher education in the 21st century. Educational Leadership.

Grosland, T.J. (2011). A truth and reconciliation commission for educators in the United States? Making the case using South African educators as an example. Sociation Today (Special Issue on Human Capital), 9(1). http://www.ncsociology.org/sociationtoday/v91/outline17.htm

Douglass Horsford, S., Grosland, T.J., Morgan Gunn, K. (2011). Pedagogy of the personal and professional: Considering culturally relevant and anti-racist pedagogy as a framework for culturally relevant leadership. Journal of School Leadership (Special Issue), 21(4).