Directory » ARCASIA JAMES-GALLAWAY

ARCASIA JAMES-GALLAWAY
Assistant Professor
TEACHING, LEARNING & CULTURE
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BIOGRAPHY
ArCasia D. James-Gallaway is an interdisciplinary historian of education and teacher educator in the Teaching, Learning, and Culture Department at Texas A&M University, where she works as an Assistant Professor, ACES Fellow, and ADVANCE Scholar. Her scholarly aim is to bridge past and present perspectives on African American struggles for educational justice. She earned her PhD in History of Education from the University of Illinois, Urbana-Champaign, her master's degree in Education, Culture, and Society from the University of Pennsylvania, and her bachelor's degree from the University of Texas, Austin, where she pursued a dual major in Sociology and History while earning her secondary social studies teacher certification. Importantly, Dr. James-Gallaway is a proud first-generation college graduate and Waco Independent School District alumnae, whose family born and bred her in Waco, Texas.

Dr. James-Gallaway's research agenda follows three overlapping strands of inquiry: the history of African American education, Black history education, and gendered (anti)Blackness in education. Her work engages critical perspectives and approaches such as critical race theory, Black feminist theory, oral history methodology, and Black Southern epistemology to address questions of systemic domination, oppression, agency, and self-determination relative to African American education.

Dr. James-Gallaway’s dissertation, More than Race: Differentiating Black Students’ Everyday Experiences in Texas School Desegregation, 1968-1978, was supported in part by a Ford Foundation Dissertation Fellowship and won her the Honorable Mention designation for the 2021 Claude A. Eggertsen Dissertation Prize, awarded by the History of Education Society. As a former social studies teacher and current teacher educator, Dr. James-Gallaway’s emphasis on social justice broadly and racial justice specifically was recognized by the National Council for Social Studies’ College and University Faculty Assembly (CUFA), which awarded her the 2021 Kipchoge Neftali Kirkland Social Justice Award for her paper, “I Stay Mad: A Black Woman Social Studies Educator’s Fight to be Seen, Heard, and Heeded.” Some of her other notable awards include Emerging Gender Researcher by the academic journal Gender, Work, and Organization and an Illinois Distinguished Fellowship. Additionally, she was designated as a member of the University of Michigan's Diversity Scholars Network, which is part of its National Center for Institutional Diversity; a University Council of Educational Administration (UCEA) Barbara L. Jackson Scholar; and a Dean's Centennial Scholar at the University of Pennsylvania's Graduate School of Education.

SELECTED PUBLICATIONS

Peer Reviewed Journal Articles

James-Gallaway, C.D., & James-Gallaway, A.D. (2021). Why opportunity isn’t enough: Restrictive v. expansive views of equality, Texas Top Ten Percent Policy, and race liberalism. The Professional Educator. Advanced online publication, https://wp.auburn.edu/educate/wp-content/uploads/2021/11/TPE_45_01_AOP_1.pdf

Roumell, L., & James-Gallaway, A. D. (2021). Social movements, community education, and the fight for racial justice: Black women and social transformation. New Directions for Adult and Continuing Education, https://doi.org/10.1002/ace.20422

James-Gallaway, A.D. (2021). Tacit curriculum of Black intellectual ineptitude: Black girls and Texas school desegregation implementation in the 1970s. History of Education Review. doi: 10.1108/HER-10-2020-0058. Advanced online view, https://www.emerald.com/insight/0819-8691.htm

James-Gallaway, A.D. (2021). What got them through: Community cultural wealth, Black students, and Texas school desegregation. Race Ethnicity and Education. DOI: 10.1080/13613324.2021.1924132. Advanced online view, https://www.tandfonline.com/doi/full/10.1080/13613324.2021.1924132

James-Gallaway, A.D. (2021). Critical history monographs and intersectionality in social studies: A case from enslavement. Multicultural Perspectives, 23(1), 33-39.

James-Gallaway, A.D., & Harris, T. (2021). We been relevant: Culturally relevant pedagogy and Black women teachers in segregated schools. Educational Studies. Advanced online publication: https://www-tandfonline-com.srv-proxy1.library.tamu.edu/doi/full/10.1080/00131946.2021.1878179. doi: https://doi-org.srv-proxy1.library.tamu.edu/10.1080/00131946.2021.1878179

James-Gallaway, A. & Turner, F. (2020). Mobilizing betrayal: Black feminist pedagogy and Black women graduate student educators. Gender, Work, and Organization. Advanced online publication https://onlinelibrary.wiley.com/doi/full/10.1111/gwao.12554?af=R

James-Gallaway, A. (2019). All money ain’t good money: The interest convergence principle, white philanthropy, and Black education of the past and present. Mid-Western Educational Researcher, 31(3), 348-374.

James-Gallaway, A. (2019). Alive and well: Enduring stereotypes in school desegregation. American Educational History Journal, 46(1/2), 37-54.

Minnett, J. L., James-Gallaway, A. D., & Owens, D. L. (2019). Help a sista out: Black women doctoral students’ use of peer mentorship as an act of resistance. Mid-Western Educational Researcher, 31(2), 210-238.

Griffin, A. & James, A. (2018). Humanities curriculum as white property: Toward a reclamation of Black creative thought in social studies and literacy curriculum, Multicultural Education, 25(3&4), 10-17.

Book Chapters (including handbooks)

James-Gallaway, A. D., & Ward Randolph, A. (2021). Critical race theory & education history: Constructing a race-centered history of school desegregation (pp. 330-342). In M. Lynn, and A. Dixson (Eds.), The handbook of critical race theory in education (2nd ed.). New York: Routledge.

Horsford, S., James-Gallaway, A., & Smith, P. (2021). Leading while Black: The paradox and prospects of Black leadership in urban schools. In Milner, H. R., IV., & Lomotey, K. (Eds.) Handbook of urban education (2nd ed.) (pp. 166-177). New York, NY: Routledge.

James-Gallaway, A. (2019). Problems & alternatives: A historiographical review of primary and secondary Black history curriculum, 1900-1950. In L. King (Ed.), Perspectives of Black histories in schools (pp. 1-30). Charlotte, NC: Information Age.

James, A. (2018). “It was never that simple”: Complicating the master-narrative around school desegregation. In W. Blankenship (Ed.), Teaching the struggle for civil rights, 1948-1976 (pp. 129-143). New York, NY: Peter Lang.

Dixson, A., James, A., & Frieson, B. (2018). Taking it to the streets: Critical race theory, participatory research and social justice. In J. DeCuir, Chapman, T. K., & Schutz, P. (Eds), Understanding critical race research methods and methodologies: Lessons from the field (pp. 64-75). New York, NY: Routledge.

Book Reviews

James-Gallaway, A. Bohonos, J., Turner, F., & Lewellen, C. (2021). [Review of book Foundations of adult and continuing education by J. M. Ross-Gordon, A. D. Rose, and C. Kasworm]. New Horizons in Adult Education and Human Resource Development 33(1), 79-82.

James-Gallaway, A. (2018). [Review of the book The color of mind: Why the origins of the achievement gap matter for justice, by D. Darby & J. L. Rury]. History of Education Review 47(2), 237-238.

James, A. (2018). [Review of the book Maintaining segregation: Children and racial instruction in the South, 1920-1955, by L. G. Reynolds]. History of Education Review, 41(1), 111-112.
Education
B.A., Sociology, History, University of Texas, Austin (2012)
M.A., Education, Culture, and Society, University of Pennsylvania (2016)
Ph.D., History of Education, University of Illinois, Urbana-Champaign (2020)
COURSES TAUGHT
EDCI 634. Reflective Inquiry
EDCI 658. History of Education