Loyce Caruthers is a Professor and Chair of Educational Leadership, Policy and Foundations at the University of Missouri-Kansas City, and has been with UMKC since 2001 where she teaches courses to prepare school administrators and qualitative research methods for doctoral students. Loyce also serves as the Coordinator of the Ed.D Education Administration Program. Loyce’s research involves the use of voice through narrative and critical race theory for exploring phenomena related to race, class, gender and other differences that may influence educators’ beliefs and perceptions, and ultimately their work in schools. Recent publications include a co-authored book, Great Expectations: What Kids Want from Our Urban Public Schools. She is engaged in a collaborative project, Kansas City Speaks: Stories of School Desegregation, a website to share stories of school desegregation through oral histories, artifacts, archival documents, and images made accessible to the public with a community yearbook feature and lesson plans for educators.
Books by Loyce Caruthers:
A 2020 SPE Outstanding Book Award Winner
A 2019 AESA Critics' Choice Award Winner
Womanish Black Girls/Women Resisting Contradictions of Silence and Voice is a collection of essays written by varied black women who fill spaces within the academy, public schools, civic organizations, and religious institutions. These writings are critically reflective and illuminate autobiographical storied-lives. A major theme is the notion of womanish black girls/women resisting the familial and communal expectations of being seen, rather than heard. Consequently, these memories and lived stories name contradictions between “being told what to do or say” and “knowing and deciding for herself.” Additional themes include womanism and feminism, male patriarchy, violence, cultural norms, positionality, spirituality, representation, survival, and schooling. While the aforementioned can revive painful images and feelings, the essays offer hope, joy, redemption, and the re-imagining of new ways of being in individual and communal spaces. An expectation is that middle school black girls, high school black girls, college/university black girls, and community black women will view this work as seedlings for understanding resistance, claiming voice, and healing.
Perfect for courses in: Adolescent Development, American Studies, Black Studies, Educational Anthropology, Latino Studies, Multicultural Education, Social Foundations of Education, Sociology and Women's Studies.
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