Culturally Responsive English Instruction
B.A. Spelman College, 1993
M.A. University of South Florida, 1995
Ph.D. University of Florida, 2006
SCED 357 Teaching English in the Secondary School
SCED 419/518 Young Adult Literature
REED 710 Multicultural Literature for Children and Adolescents
My professional endeavors center on adding to the research related to culturally relevant pedagogy in general and culturally responsive English instruction in particular. Culturally relevant pedagogy is an approach to teaching that uses students’ cultural backgrounds, prior experiences, and learning preferences to create learning environments in which students, particularly those from historically marginalized groups, succeed academically, question the status quo, and recognize the importance of social justice. My work specifically focuses on building English teachers’ and English teacher candidates’ understanding of culturally relevant pedagogy and how to integrate culturally responsive English instruction.
McCormick, M., Adkins, T., Mee, M., & Kenreich, T. (forthcoming). A Cautionary Tale for Teacher Education and Culturally Relevant Pedagogy: Solitary Projects and Dangerous Implications. Journal of Equity in Education.
Adkins, T. (2011). "It takes more than brown paint to portray a realistic African American character": Lessons learned about teaching multicultural literature. Academic Leadership, 9(4).
Adkins, T. (forthcoming). "Can't nobody sleep" and other characteristics of culturally responsive English instruction. Multicultural Perspectives.
Adkins, T. (forthcoming). "I wonder how I did not see": Building teachers' understanding of multiculturalism, culture, and race in a hybrid learning environment. Fire!!!: The Multimedia Journal of Black Studies.
Adkins-Coleman, T. (2010). "I'm not afraid to come into your world": Case studies of facilitating engagement in urban high school English classrooms. The Journal of Negro Education, 79(1).
Pace, B. & Adkins, T. (2002). Fist, stick, knife, gun: Getting real in Upward Bound. English Journal (91)4: 48-53.