Loder-Jackson, Tondra

Loder-Jackson, Tondra
Professor

Professor (P), Human Studies , School of Education 2013 -
Professor (S), African American Studies , College of Arts and Sciences 2018 -

Overview

Dr. Tondra Loder-Jackson is a professor in the School of Education's Educational Foundations Program, with a secondary appointment in the College of Arts & Sciences' African American Studies Program. She is also a founding member and former director of the UAB Center for Urban Education. She worked previously in nonprofits, schools, and universities in Chicago, IL and Philadelphia, PA. Dr. Loder-Jackson is the author of Schoolhouse Activists: African American Educators and the Long Birmingham Civil Rights Movement published by State University of New York Press (December 2015).

Selected Publications

Academic Article

Year	Title	Altmetric
2016	Unearthing and bequeathing black feminist legacies of brown to a new generation of women and girls. Journal of Negro Education. 85:199-211. 2016
2015	The Sociopolitical Context of Education in Post-Civil Rights Birmingham. Peabody Journal of Education. 90:336-355. 2015
2012	Hope and Despair: Southern Black Women Educators Across Pre- and Post-Civil Rights Cohorts Theorize about Their Activism. Educational Studies. 48:266-295. 2012
2011	Bridging the legacy of activism across generations: Life stories of African American educators in post-civil rights Birmingham. Urban Review. 43:151-174. 2011
2008	On indignation, hope, and a call to action: Assessing hurricane Katrina's impact on Urban education. Urban Education. 43:419-420. 2008
2006	Big change question: How do leaders' own lives and their educational contexts, influence their responses to the dilemmas and tensions they face in their daily work?. Journal of Educational Change. 7:91-92. 2006
2005	Is a principal still a teacher?: US women administrators' accounts of role conflict and role discontinuity. School Leadership and Management. 25:263-279. 2005
2005	Women administrators negotiate work-family conflicts in changing times: An intergenerational perspective. Educational Administration Quarterly. 41:741-776. 2005
2005	On deferred dreams, callings, and revolving doors of opportunity: African-American womens reflections on becoming principals. Urban Review. 37:243-265. 2005
2005	African American women principals' reflections on social change, community othermothering, and Chicago public school reform. Urban Education. 40:298-320. 2005
2003	Inner-city youth development organizations: The salience of peer ties among early adolescent girls. Applied Developmental Science. 7:2-12. 2003
2000	Inner-City Youth Development Organizations: Strengthening Programs for Adolescent Girls. Journal of Early Adolescence. 20:210-230. 2000

Book

Year	Title	Altmetric
2016	Schoolhouse Activists African American Educators and the Long Birmingham Civil Rights Movement 2016
2015	Schoolhouse Activists 2015
2015	Schoolhouse Activists African American Educators and the Long Birmingham Civil Rights Movement 2015

Chapter

Year	Title	Altmetric
2019	Teachers. 147-149. 2019
2016	Parent and family engagement. 228-237. 2016
2015	Revisiting Black Feminist Thought and Home-School Relations in the U.S. South 2015
2013	Introduction. 1-6. 2013
2013	A Critical Pedagogy of Resistance 2013
2009	The confluence of race, gender, and generation in the lives of African American women principals. 223-236. 2009

Research Overview

Dr. Loder-Jackson bridges historical and contemporary perspectives on African American education in the U. S. South. She has a special interest in examining the role of African American educators in advocating for educational and civil rights in Alabama. She also studies urban education, particularly urban teacher preparation, recruitment, and retention and school, family, and community relations.

Teaching Overview

Dr. Loder-Jackson teaches courses that primarily address the topics of historical and social foundations of education, educational policy and politics, and social movements and education.She is a founding committee member of the Educational Studies in Diverse Populations (ESDP) doctoral program, where she currently serves as the advisor of the Metropolitan Education Studies (MES) concentration.