Sabrina Wesley-Nero, PhD
Sabrina Wesley-Nero, Ph.D., is an educationist whose research focuses on the experiences of students who have historically been marginalized as a result of their racial, socioeconomic, cultural and linguistic identities; the teachers who serve these students; and the educational contexts in which these students thrive. Sabrina directs Georgetown University’s Program in Education, Inquiry and Justice and is head of the Teacher Preparation program in the M.A. in Educational Transformation (MAET) program. She teaches courses on urban education, educating the whole child, and philosophy of education; facilitates undergraduate experiences that integrate coursework, community based learning and school-based praxis; and collaborates with schools and teachers to support teacher development and student learning. Prof. Wesley-Nero has extensive experience in the field of education. She has taught in English as a Second Language, Spanish bilingual, Spanish immersion, and general education K-12 classrooms. She served as Director of Curriculum for the New Teacher Project in New York and Director of Research and Program Evaluation at Center for Inspired Teaching in Washington, DC. Professor Wesley-Nero has conducted research on the preparation of teachers of English learners and the professional development of school leaders in Washington, DC.
LaGarrett King, PhD
University of Buffalo
LaGarrett King is the director of the University of Buffalo Center for K-12 Black History and Racial Literacy Education. Professor King is an internationally recognized, award-winning scholar of Black history education. A former high school social studies teacher in Georgia and Texas, his primary research interest examines the teaching and learning of Black history in schools and society. He also researches critical theories of race, teacher education, and curriculum history.
He received two early career scholar awards for the Critical Issues in Curriculum and Cultural studies special interest group of the American Educational Research Association and the College and University Faculty Assembly of the National Council for Social Studies. He was also awarded one of the prestigious Emerging Scholar of the African Diaspora Awards from the Comparative and International Education Society Special interest group. He has over 60 scholarly articles and book chapters published in such scholarly journals such as Theory and Research in Social Education, Race, Ethnicity, and Education, Journal of Negro Education, Teaching Education, and The International Journal of Qualitative Studies in Education. He is editor of 4 books: Perspectives on the Teaching of Black History in Schools, Hollywood or History?: An inquiry-based strategy for using film to teach African American History, We Be Lovin’ Black Children, and Social Studies Education and Racial Literacy.