Black Language & Literacies; Culturally Responsible & Sustaining Pedagogy; English (Teacher) Education; critically conscious research
The primary goal of my professional work is to provide a pathway to cultural, linguistic, racial, and educational justice for Black students across K-U settings, and by extension, the Black community and other communities of color. In my research, I strive to present the fields in which I work guidance for rethinking the linguistic and racial deficit theories that underpin and shape our disciplinary discourses, pedagogical practices, and approaches to qualitative inquiry.
Ph.D., Doctor of Philosophy in Rhetoric & Writing, Michigan State University, 2014
M.A., Master of Arts in Written Communication, Eastern Michigan University, 2009
B.S., Bachelor of Science in Secondary English Education, Eastern Michigan University, 2003
Baker-Bell, A. (in press). “I can switch my language, but I can’t switch my skin:” What teachers must understand about linguistic racism. The Guide for White Women who Teach Black Boys. Corwin Press. (September 2017)
Baker-Bell, A. (in press). For Loretta: A Black Woman Literacy Scholar’s Journey to Prioritizing Self-Preservation and Black Feminist-Womanist Storytelling. The Journal of Literacy Research (JLR).
Baker-Bell, A., Paris, D. & Jackson, D. (in press). Learning Black language matters: Humanizing research as culturally sustaining pedagogy. International Review of Qualitative Research.
Baker-Bell, A., Butler, T., & Johnson, L. (2017). Editor’s Introduction: The pain and the wounds: A call for critical race English education in the wake of racial violence. In A. Baker-Bell, T. Butler, & L. Johnson (Eds.), From racial violence to racial justice: Praxis and implications for English Teacher Education [Special Issue]. English Education, 49(2).
Baker-Bell, A., Stanbrough-Jones, R., & Everett, S. (2017). “The stories they tell”: Mainstream media, pedagogies of healing, and critical media literacy. In A. Baker-Bell, T. Butler, & L. Johnson (Eds.), From racial violence to racial justice: Praxis and implications for English Teacher Education [Special Issue]. English Education, 49(2).
Baker-Bell, A. (2013). “I never really knew the history behind African American language”: Critical Language Pedagogy in an advanced placement English language arts class. In K.C. Turner & D. Ives (Eds.), Social justice approaches to African American language and literacy practices [Special Issue]. Equity & Excellence in Education, 46(3), 355-370.
WRA 878: Composition Studies: Issues, Theory, and Research (graduate seminar)
AAAS 890: African American Language & Community Immersion (advanced graduate research course)
ENG 302: Linguistic (In)Justice: Introduction to the English Language--A Counterstory (undergraduate course)
AAAS 495: Media Injustice: The Representation of Black Bodies in Mainstream News Media (advanced undergraduate research in African American & African Studies)
African American and African Studies (core faculty)
English Education program (core faculty)
The Conference on College Composition and Communication (CCCC)
National Council of Teachers of English (NCTE)
American Educational Research Association (AERA)
Literacy Research Association (LRA)