
Crystasany R. TurnerUniversity of Wisconsin–Milwaukee | UWM
Crystasany R. Turner
Doctor of Education
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23
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Publications (23)
Historically, Black women, as care providers, educators, activists, and othermothers, have taken a stand within their homes, communities, and the nation’s classrooms to ensure the survival and empowerment of the Black community on every front. Through the lens of Black feminist thought and the power of counternarratives, this literature review deli...
In the midst of Covid-19 and increased anti-Black racial violence, Black women faculty continue to search for a sense of wholeness in academic institutions founded upon seemingly well-intentioned ideologies of justice and belonging. Grounded in endarkened feminist epistemology, this collaborative autoethnographic poetic inquiry explores how two Bla...
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This work expands on Yosso's (2005) community cultural wealth model and Pérez Huber's (2009) conceptualization of spiritual capital to frame spiritual capital within the lives of Black women early educators and care providers. Through a narrative case study, the author discusses how Black women family childcare providers understood spiritualit...
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Through critical race theory (CRT) in education, this critical content analysis examines three textbooks used in an early childhood teacher education program. Findings illustrate how the textbooks propagate notions of white superiority and the normalcy of mainstream white, middle-class values through six distinct, yet intersecting forms of rac...
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Through critical race theory (CRT) in education, this critical content analysis examines three textbooks used in an early childhood teacher education program. Findings illustrate how the textbooks propagate notions of white superiority and the normalcy of mainstream white, middle-class values through six distinct, yet intersecting forms of rac...
Practices incorporating students’ cultures and communities are foundational to effective teaching. However, teacher candidates often do not effectively incorporate culturally based practices into their instruction. This article describes the perceptions of English education instructors as they reconceptualized their curriculum to cultivate cultural...
Family child care professionals are a critical sector of the early care and education workforce. Utilizing critical race theory and Yosso’s Community Cultural Wealth model, the current study seeks to examine the strengths and assets that family child care professionals of color bring to their early care and education work and to the children and fa...
Through Critical Race Theory and Black Feminist Thought, the authors critique discriminatory legislation by Wisconsin's Department of Children and Families. The findings of this meta-ethnography present the counternarratives of 21 Black women childcare providers to interrogate the way Wisconsin early care and education (ECE) governing agencies (1)...
This chapter lays out several important research dimensions for a strengths-based approach to infant and toddler early literacy learning. Research has increasingly shown that infants and toddlers are highly competent symbol makers and symbol users in home, community, and educational settings. They are motivated to explore and engage with varied pri...
The authors draw upon their lived experiences as Black women in the academy to conceptualize a framework for Black women’s peer mentorship, or ‘sister scholarship,’ within academia. Through auto-ethnographic ‘sister talks,’ the sister scholar relationship is conceptualized as a sanctum from gendered and racialized trauma, an impetus for the co-gene...
This chapter focuses on the experiences and perspectives of six state-licensed Black women family childcare providers, who served in an urban midwestern community during the COVID-19 pandemic of 2020. The purpose of this study was to describe the cultural knowledge and cultural capitals of Black women early childhood educators as they supported you...
This conceptual work examines the misappropriation of culturally responsive pedagogy by identifying ways in which misappropriations commonly occur in urban teaching and learning environments. They include culturally responsive practices as a smokescreen of good intentions, culture as a hook to gain students' attention, and culturally responsive ped...
The purpose of this literature review was to examine how language is used to describe and advance culturally-based pedagogy to critically reflect on the language employed in teacher education research. Our intent was to understand the terminology that has moved conversations of equity, diversity, and cultural ways of knowing to the center of urban...