Tanetha  Grosland, PhD

Assistant Professor

 

Research Biography

Dr. Tanetha J. Grosland is an Assistant Professor in the Advanced Studies, Leadership, and Policy department in the Urban Educational Leadership program. Her research interests are focused on issues related to educational equity, urban education, and curriculum theory. In particular she explores the intersection of classroom emotions and pedagogy on social issues and the implications for curriculum in antioppressive education. She has taught online and on-campus courses in teacher leadership, theories and practices in urban education leadership, education and society, and the politics of education. 

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., McGhee, V., & Brody, H. (2014). Asking hard questions: Engaging equity and inquiry for professional development. Scholar-Practitioner Quarterly, 7(4), 416-428.

Kennedy-Lewis, B. L., Murphy, A., & Grosland, T.J. (2014). Using narrative inquiry to understand persistently disciplined middle school students. International Journal of Qualitative Studies in Education. http://dx.doi.org/10.1080/09518398.2014.974718

Grosland, T.J. (2013). An examination of the role of emotions in antiracist pedagogy: Implications, scholarship, and practices. Review of Education, Pedagogy, and Cultural Studies, 35(4), 319-332.

Horsford, S.D. & Grosland, T.J. (2013). 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).