# positions[].organizations[].parent[].label
College of Education and Human Development

# overview
ArCasia D. James-Gallaway, Ph.D., is a proud first-generation college graduate and Waco public schools (WISD) alumnae, whose family born and bred her in Waco, Texas. She is an interdisciplinary historian of education and teacher educator in the Teaching, Learning, and Culture Department at Texas A&M University, where she works as an Assistant Professor, ACES Fellow, and ADVANCE Scholar. Her scholarly aim is to bridge past and present perspectives on African American struggles for educational justice. She earned her PhD in History of Education from the University of Illinois, Urbana-Champaign, her master's degree in Education, Culture, and Society from the University of Pennsylvania, and her bachelor's degree from the University of Texas, Austin, where she pursued a dual major in Sociology and History while earning her secondary social studies teacher certification.

Dr. James-Gallaway's research agenda follows three overlapping strands of inquiry: the history of African American education, Black history education, and gendered (anti)Blackness in education. Her work engages critical perspectives and approaches such as critical race theory, Black feminist theory, oral history methodology, and Black Southern epistemology to address questions of systemic domination, oppression, agency, and self-determination relative to African American education.

Dr. James-Gallaway's dissertation, More than Race: Differentiating Black Students' Everyday Experiences in Texas School Desegregation, 1968-1978, was supported in part by a Ford Foundation Dissertation Fellowship and won her the Honorable Mention designation for the 2021 Claude A. Eggertsen Dissertation Prize, awarded by the History of Education Society. As a former social studies teacher and current teacher educator, Dr. James-Gallaway's emphasis on social justice broadly and racial justice specifically was recognized by the National Council for Social Studies' College and University Faculty Assembly (CUFA), which awarded her the 2021 Kipchoge Neftali Kirkland Social Justice Award for her paper, "I Stay Mad: A Black Woman Social Studies Educator's Fight to be Seen, Heard, and Heeded." Some of her other notable awards include Emerging Gender Researcher by the academic journal Gender, Work, and Organization and an Illinois Distinguished Fellowship. Additionally, she was designated as a member of the University of Michigan's Diversity Scholars Network, which is part of its National Center for Institutional Diversity; a University Council of Educational Administration (UCEA) Barbara L. Jackson Scholar; and a Dean's Centennial Scholar at the University of Pennsylvania's Graduate School of Education.

# keywords[]
3902 Education Policy, Sociology And Philosophy

# keywords[]
5002 History And Philosophy Of Specific Fields

# keywords[]
3902 Education Policy, Sociology And Philosophy

# keywords[]
3902 Education Policy, Sociology And Philosophy

# keywords[]
16 Peace, Justice And Strong Institutions

# educationAndTraining[].organization.label
University of Illinois at Urbana Champaign - (Urbana, Illinois, United States)

# publications[].label
Critical History Monographs and Intersectionality in Social Studies: A Case From Enslavement

# publications[].label
Hampton's legacies across Black and Indigenous education: subhumanity, genocide and self-determination of the past and present

# publications[].label
Tacit curriculum of Black intellectual ineptitude: Black girls' perspectives on Texas school desegregation implementation in the 1970s

# publications[].label
What got them through: community cultural wealth, Black students, and Texas school desegregation

# publications[].label
Countering miseducation: Situating K-12 Social Studies education within the Black Intellectual Tradition

# publications[].label
Foundations of Adult and Continuing Education

# publications[].label
Where is Wright? Situating Elizabeth Evelyn Wright and Voorhees Industrial School in the History of Black Community Colleges

# publications[].label
A Case for Interrogating the Relationships of Patriarchy, Masculinity, and Whiteness to Structural Power in the History of Education

# publications[].label
Its in [Their] Roots: A Critical Race Discourse Analysis of Media Accounts Depicting Black Hair Discrimination in K-12 School

# publications[].label
Structural Acuity: Black Women Undergraduate Students in Cross-Racial Intergroup Dialogues

# publications[].label
It was never that simple: Complicating the Master-Narrative around School Desegregation (ArCasia James)

# publications[].label
Towards a racial justice project: oral history methodology, critical race theory, and African American education

# publications[].label
All Money Aint Good Money: The Interest Convergence Principle, White Philanthropy, and Black Education of the Past and Present

# publications[].label
Integrations: The struggle for racial equality and civic renewal in public education

# publications[].label
Enslavement and the Foundations of Human Resource Development: Covert Learning, Consciousness Raising, and Resisting antiBlack Organizational Goals

# publications[].label
Black Baby Boomers, Gender, and Southern Education: Navigating Tensions in Oral History Methodology

# publications[].label
Taking it to the Streets: Critical Race Theory, Participatory Research and Social Justice

# publications[].label
Help A Sista Out: Black Women Doctoral Students Use of Peer Mentorship as an Act of Resistance

# publications[].label
Waco's First Black School Board Trustees: Navigating Institutional White Supremacy in 1970s Texas

# publications[].label
Mobilizing betrayal: Black feminist pedagogy and Black women graduate student educators

# publications[].label
Humanities Curricula as White Property: Toward a Reclamation of Black Creative Thought in Social Studies & Literary Curricula

# publications[].label
The Color of Mind: Why the Origins of the Achievement Gap Matter for Justice

# publications[].label
Maintaining Segregation: Children and Racial Instruction in the South, 1920-1955

# publications[].label
Under a Black Light: Implications of Mexican American School Segregation Challenges for African Americans in Texas

# publications[].label
Nothing nice about it: Critiquing Midwest nice in teacher education

# publications[].label
Critical Race Theory and Education History: Constructing a Race-Centered History of School Desegregation

# publications[].publisher
American Educational Research Association (AERA)

# publications[].label
ALIVE AND WELL: Enduring Stereotypes in Southern School Desegregation

# publications[].label
Social movements, community education, and the fight for racial justice: Black women and social transformation

# publications[].tags
16 Peace, Justice and Strong Institutions

# publications[].label
ALIVE AND WELL Enduring Stereotypes in Southern School Desegregation

# publications[].label
We Been Relevant: Culturally Relevant Pedagogy and Black Women Teachers in Segregated Schools

# publications[].label
Framing Black feminist pedagogy through the contours of Black feminist thought: Black feminist praxis in and beyond the traditional classroom

# publications[].label
Critical Race Theory and Education History

# publications[].label
White Philanthropy Won't Save Black Education: Tracing an "Ordinary" Segregated School's Life in Delaware

# publications[].label
(Un)critical geographies of race: A critical race discourse analysis of an online local history resource

# publications[].label
The Hands That Keep History: Black and Mexican Womens Archival and Epistemological Legacies

# publications[].label
More than race: Differentiating Black students everyday experiences in Texas school desegregation, 1968-1978

# publications[].label
Problems and Alternatives: A historiographical review of primary and secondary Black history curriculum, 1900-1950

# organizations[]
College of Education and Human Development

# schools[]
College of Education and Human Development