Waterman Building
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Burlington, VT 05405
United States
- Ph.D., Teacher Education Curriculum Studies, University of Massachusetts Amherst
- M.Ed., Elementary Education, Arizona State University
- B.A., Sociology & Spanish, University of Virginia
BIO
Dr. Cee Carter's scholarly work is animated by critical Black Feminist methodologies and knotty interplays between raciality, economy, law, policy, and knowledge production in the pursuit of educational justice for marginalized learners.
Instead of treating learners as objects of study for greater educational equity, Dr. Carter’s work situates educational equity as an object of study to rethink how it is pursued in K-12 schools in the U.S. More specifically, Carter traces the limits of policy, programmatic, and curricular interventions for equity given mandates from federal education law; statewide accountability and knowledge systems; and school districts’ contractual partnerships with neoliberal education service providers.
As a means of expanding critical literacy practices and challenging oppressive systems, Dr. Carter co-creates curricula with educators and youth to highlight how language, discipline, and discourse are socio-politically constructed.
You can find Dr. Carter’s scholarship is published in Qualitative Studies; Globalisation, Societies and Education; International Journal of Qualitative Studies in Education; International Journal of Research & Method in Education; Educational Studies; Beijing International Review of Education; and the Journal of Culture and Values in Education.
Courses
- EDCI 6990 Critical Pedagogies
- EDCI 6990 Curriculum Theory
Publications
Awards and Achievements
Research Enhancement and Leadership (REAL) Graduate Fellow, University of Massachusetts Amherst Graduate School, 2017
Area(s) of expertise
- Curriculum & Instruction
- Teacher Education
- Black Study
- Educational Equity & Justice
Bio
Dr. Cee Carter's scholarly work is animated by critical Black Feminist methodologies and knotty interplays between raciality, economy, law, policy, and knowledge production in the pursuit of educational justice for marginalized learners.
Instead of treating learners as objects of study for greater educational equity, Dr. Carter’s work situates educational equity as an object of study to rethink how it is pursued in K-12 schools in the U.S. More specifically, Carter traces the limits of policy, programmatic, and curricular interventions for equity given mandates from federal education law; statewide accountability and knowledge systems; and school districts’ contractual partnerships with neoliberal education service providers.
As a means of expanding critical literacy practices and challenging oppressive systems, Dr. Carter co-creates curricula with educators and youth to highlight how language, discipline, and discourse are socio-politically constructed.
You can find Dr. Carter’s scholarship is published in Qualitative Studies; Globalisation, Societies and Education; International Journal of Qualitative Studies in Education; International Journal of Research & Method in Education; Educational Studies; Beijing International Review of Education; and the Journal of Culture and Values in Education.
Courses
- EDCI 6990 Critical Pedagogies
- EDCI 6990 Curriculum Theory
Publications
Awards and Achievements
Research Enhancement and Leadership (REAL) Graduate Fellow, University of Massachusetts Amherst Graduate School, 2017
Areas of Expertise
- Curriculum & Instruction
- Teacher Education
- Black Study
- Educational Equity & Justice