TR Berry

Bloomfield College, Educational Foundations, Montclair State University, Dean

University of Texas at San Antonio, Interdisciplinary Learning and Teaching, Faculty Member

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Theodorea Regina Berry, EdD (National-Louis University, 2002) is a Professor of Curriculum Studies at Montclair State University in the Department of Educational Foundations. She also currently serves as Dean of Bloomfield College of . 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.

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Noel B. Salazar

KU Leuven

Robert Helfenbein

Mercer University

E. Wayne Ross

University of British Columbia

Douglas H Clements

University of Denver

David Seamon

Kansas State University

Armando Marques-Guedes

UNL - New University of Lisbon

Norman Ajari

University of Edinburgh

Christine Sleeter

California State University, Monterey Bay

Adam Hochman

Macquarie University

Marquis Bey

Northwestern University

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Special issue ofTEJ: what is to be done with curriculum and educational foundations’ critical knowledges? New qualitative research on conscientizing preservice and in-service teachers

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.

TR Berry

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