As a translational researcher, literacy specialist, and freedom dreamer, Dr. Nightengale-Lee supports teachers, students and communities to bridge the gap between research and practice for transformative curriculum to protect and restore the humanity of our most vulnerable students.
Collective knowledge building with faculty, teachers, and community to embrace decolonial principles that honor Afro-Indigenous ways of knowing & being.
Liberating curricular design centered by the literacy practices of Black youth leveraged by Hip-Hop, dance, art, and visual expression.
Critical teacher preparation that interrogates the historical, racial, social, and political contexts of education, and its impact on students.
Nightengale-Lee, B., Louden, A., Musodi, B., (in press) Writing it Small- Living it LOUD: Hip Hop movement, art, and dialogue to explore decolonial imaginaries for literacy learning. Chapter in Duchscher, T., & Lenters, K. (Eds), Decolonizing literacies: Disrupting, Reclaiming, and Remembering Relationship. Routledge.
*The Literacy Futurisms Collective. (2021). We believe in collective magic: Honoring the past to reclaim the future(s) of literacy research. Literacy Research: Theory Method & Practice, Theory Method & Practice, 70(1), 1-20
Nightengale-Lee, B (in press). The Beauty of Black Literacies: Liberating literacy through Hip Hop curriculum. Chapter in Kelly, L. Graves, D (Eds.) International Handbook of Hip Hop Pedagogy. Bloomsbury.
Nightengale-Lee, B., Massy, P., Knowles, B. (2021). Putting black boys’ literacies first: Curriculum development for the lives & literacies of black boys. Journal of Literacy Innovation, 6 (1), 5-22.
Nightengale-Lee, B., Clayton-Taylor, N. (2020). Rapping, recording, & performing: Amplifying student voice to reclaim a community. Chapter in Adjapong, E, Levy, P. (Eds.), #HipHopEd: The Compilation on Hip-hop Education Volume2: HipHop as Praxis & Social Justice (pp. 103-125). Brill Sense Publishers.
Jackson, I., Ball, A., Nightengale-Lee, B. (in press). “There’s so much young people need to learn that only the community can teach them” A Conversation with Dr. Arnetha Ball. Multicultural Perspectives.
Nightengale-Lee, B. (2020). Approaching educational equity with white pre-service teachers through an intersectional understanding of self. Chapter in Norton-Meier, L, Overstreet, M (Eds.), Clinical Partnerships in Urban Elementary Settings: An Honest Celebration of the Messy Realities of Doing this Work (pp. 79-91). Sense Publishers. (Invited)
Gist, C., Jackson, I., Nightengale-Lee, B., & Allen, K., (2019). Culturally responsive pedagogy in teacher education. Oxford Research Encyclopedia of Education. .
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