
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.
Nightengale-Lee, 2025
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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