Professor, Education Policy, Organization and Leadership
351 Education Building
1310 S. Sixth St.
Champaign, IL 61820
Key Professional Appointments
SEF Fellows Innovation and Change, Southern Education Foundation, 2013 - 2016
Ph.D., Multicultural Education, University of Wisconsin-Madison, 2002
M.A., Educational Studies, University of Michigan-Ann Arbor, 1997
B.A., Music Theory and Composition, Youngstown State University, 1990
Attended, Jazz Studies, Southern University and A&M College, 1989
Awards, Honors, Associations
Derrick A. Bell Legacy Award, Critical Race Studies in Education Association, 2015 - 2015
Pardee RAND Summer Faculty Fellowship, RAND, 2014 - 2014
Fellows for Innovation and Change, Southern Education Foundation, 2013 - 2013
Willystine Goodsell Award, American Education Research Association, Research on Women in Education, 2019 - 2019
Affiliated Faculty of the Urban Education Collaborative, University of North Carolina at Charlotte, 2014 - 2014
Ebony Excellence Awards, Most Supportive Faculty, Ebony Excellence Awards, Bruce D. Nesbitt African American Cultural Center, 2012 - 2012
Outstanding Recent Graduate, University of Wisconsin--Madison, 2012 - 2012
Early Career Research Award, Division K, American Educational Research Association, 2009 - 2009
Research & Service
My primary research interest focuses on how issues of race, class and gender intersect and impact educational equity in urban schooling contexts. I locate my research within two theoretical frameworks: Critical Race Theory and Black feminist theories. My colleague, Celia K. Rousseau-Anderson, and I edited CRT in Education: All God's Children Got a Song (2006, Routledge) one of the first book-length texts on CRT in education. Most recently, I am interested in how educational equity is mediated by school reform policies in the urban south. Specifically, I am interested in school reform in post-Katrina New Orleans, how local actors make sense of and experience those reform policies and how those policies become or are "racialized."
Lynn, M., & Dixson, A. (2021). Handbook of Critical Race Theory in Education. ( Second ed pp. 384). New York, NY, USA: Routledge-Falmer Press. link >
Dixson, A., Anderson, C., & Donnor, J. (2016). Critical race theory and education: All God's children got a song. ( Second ed pp. 218). New York, USA: Routledge. link >
Dixson, A., Buras, K., & Jeffers, E. (2015). The color of reform: Race, education reform and charter schools in post-Katrina New Orleans. Qualitative Inquirty, 21 (3), 288-299. link >
Dixson, A., Ladson-Billings, G., Trent, W., Suarez, C., & Anderson, J. Condition or Process? Researching Race in Education. Washington, DC, United States: American Education Research Association.
Henry, K., & Dixson, A. (2015). Locking the door before we got the keys: Racial realities of the charter school authorization process in post-Katrina New Orleans. Education Policy, 30 (1), 218-240.
Dixson, A., , J., & , F. (2019). Taking it to the streets: Critical Race Theory, Participatory Research and Social Justice. New York, NY, USA: Routledge.
Dixson, A. (2018). “What’s Going On?”: A Critical Race Theory Perspective on Black Lives Matter and Activism in Education. Urban Education, 53 (2), 231-247. link >
Dixson, A., & J, L. (2017). Harambee: Pulling it all together. Teachers College Record, 119 (1), 1-6. link >
Rollock, N., & Dixson, A. (2016). Critical Race Theory. The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies. The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies ( pp. 1-6). West Sussex, England, United Kingdom: Wiley Blackwell. link >
Stovall, D., & Dixson, A. (2015). The waters stay troubled: A dialogue on race, education, researcher accountability, and Black political struggle in the aftermath of Hurricane Katrina. Souls, 17 (3-4), 162-174. link >
Dixson, A., Donnor, J., Reynolds, R., & , . (2015). Is the post-racial still racial?: Understanding the relationship between race and education. ( 2 ed vol. 114,). New York, NY, USA: NSSE Yearbook, Teachers College Record.
Dixson, A. (2014). Researching race in education: Policy, practice and qualitative research. Charlotte, NC, USA: Information Age Publishing as part of the Education Policy in Practice: Critical Cultural Studies series Edited by Rodney Hopson and Edmund Hamann. link >
Lynn, M., & Dixson, A. (2014). Handbook of Critical Race Theory in Education. ( pp. 384). New York, NY, USA: Routledge-Falmer Press. link >
Dixson, A., Royal, C., & Henry, K. (2013). School reform and school choice in Philadelphia, Chicago and New Orleans. Handbook of Urban Education ( pp. 474-503). New York, USA: Routledge. link >
Hopson, R., & Dixson, A. (2013). Race, ethnography and education. ( pp. 142). New York, NY, USA: Routledge. link >
Donnor, J., & Dixson, A. (2013). The Resegregation of Schools Education and Race in the Twenty-First Century New York: Routledge. link >
Chapman, T., Dixson, A., Gillborn, D., & Ladson-Billings, G. (2013). Critical Race Theory. Handbook of Educational Theories ( pp. 1019-1027). Charlotte, NC, USA: Information Age Publishing. link >
Chapman, T., Dixson, A., David, G., & Gloria, L. (2013). Critical Race Theory. The Handbook of Educational Theories ( pp. 1019-1026). Charlotte, NC, U.S.A: Information Age Publishing. link >
Cook, D., & Dixson, A. (2013). Writing critical race theory and method: A composite counter-story on the experiences of Black teachers in New Orleans post-Katrina. International Journal of Qualitative Studies, 26 (10), 1238-1258. link >
Dixson, A., & Dodo-Seriki, V. (2012). Positional and Identity Theories in Qualitative Research. Reviewing Qualitative Research in the Social Sciences ( pp. 211-219). New York, NY, USA: Routledge. link >
Dixson, A. (2012). Straight, no chaser: Race and Music Education. ( vol. 5, pp. 1-11). Advances in Music Education Research. link >
Dixson, A. (2011). Whose Choice?: A critical race perspective on charter schools. Neo-Liberal Deluge: Hurricane Katrina, late capitalism and the remaking of New Orleans ( pp. 130-151). Minneapolis, MN, USA: University of Minnesota Press. link >
Hopson, R., & Dixson, A. (2011). Race, Ethnography and Education. Ethnography and Education, 6 (1), 131. link >
Dixson, A., , C., Cardenas Gonzalez, N., & Perkins-Williams, R. (2019). Critical Perspectives on School Choice: An Examination of Race, Class, and Gender in School Choice Policies. ( second ed). New York, NY, United States: Routledge.
Researching while Black: Paradox and possibilities (2019). UCEA: New Orleans, LA.
“From Equity to Emancipation: Reimagining Black Education in the Post-Civil Rights Era.” (2019). Congressional Black Caucus: Washington, DC.
#NOLAed: Organizing for liberation and education (2019). University Council for Educational Administration: New Orleans, Louisiana.
“New Orleans style reform?”: Challenging the narrative of success of post-Katrina New Orleans school reform (2014). Tulane University: New Orleans, LA.
Conversation on Intersectionality and Critical Race Theory (2014). Black Feminists: London, England.
Race, Choice and Democracy in Post-Katrina New Orleans (2014). Centre for Research on Race and Education: London, England.
What is culturally responsive pedagogy and why does it matter? (2013). New Teacher Roundtable: New Orleans, LA.
Education reform: What is helping and hurting our students? (2013). Teach For America: Atlanta, GA.
Can the Common Core be culturally relevant?: Culturally relevant pedagogy in an era of content standards (2013). Eastern Illinois University: Charleston, IL.
Qualitative Research Design (2013). American Education Research Association: San Francisco, CA.
A balm in Gilead: Using our wisdom, work and will to build solidarity and coalition to save public education. (2013). Alonzo A. Crim Center for urban educational excellence, Georgia State University,: Atlanta, GA.
Remaking new Orleans: Privatization at work (2012). University of Illinois at Chicago.
Qualitative Research Design, Asa G. Hilliard and Barbara A. SizemoreResearch Course on African Americans and Education (2012). American Educational ResearchAssociation: Vancouver, BC.
Critical race theory and social justice (2012).: Vancouver, BC.
Derrick Bell’s Feminism (2012).: Vancouver, BC.
Whose Choice?: A critical race perspective on charter schools (2011). University of Rochester: Rochester, NY.
Come let us reason together: Roles and responsibilities in educationalequity (2011). AmericanEducational Research Association: New Orleans, LA.
Straight, no chaser: Race and Music Education (2011). American Educational ResearchAssociation: New Orleans, LA.
Host, NOLAed: Education for Liberation on WBOK 1230 AM, 2017 - present
Board President, Rethink NOLA, 2017 - present
2016 - present
Secretary, Politics of Education SIG, 2014 - 2016
2015 - present
Chair, National Council for the Teachers of English-Assembly for Research, 2014 - 2015
Chair, National Council of Teachers of English, 2014 - 2015
Member, Standing Committee on Communication and Outreach, AERA, 2012 - 2015
Member, Editorial Board, Women, Gender and Families of Color, 2014 - present
Associate Chair, NCTE-Assembly for Research, National Council of Teachers of English Research Foundation, 2013 - 2014
Chair, Ella Baker/Septima Clark Human Rights Award Committee, Division B, AERA, 2013 - 2014
Race, Ethnicity and Education, 2013 - present
Secretary, Division G, AERA, 2010 - 2013
Co-Facilitator, Professional Development, AERA, 2012 - 2012
Editorial Board Member, National Education Policy Center, 2011 - present
Guest Editor, Special Issue, Teachers College Record, 2011 - 2011
Member, American Educational Research Journal, 2011 - present
Member, Think Tank Review Panel, National Education Policy Center, 2011 - present
Editorial Board Member, Teachers College Record, 2004 - present
Poli & Cultural Context of Ed (EOL 548) The political and social environment of public education in the United States; analysis of the power structure and its influence on educational policy making at the district level; examination of the evolving roles of state and federal agencies, the courts, private organizations, and interest groups in school governance. Studies the tension between the ideal of a democratically controlled public school system and the growing power of educational experts.
Poli & Cultural Context of Ed (EOL 548) The political and social environment of public education in the United States; analysis of the power structure and its influence on educational policy making at the district level; examination of the evolving roles of state and federal agencies, the courts, private organizations, and interest groups in school governance. Studies the tension between the ideal of a democratically controlled public school system and the growing power of educational experts. This section is for approved students in the EAL program only.
Ed Politics and Policies (EOL 561) This class will meet on the following weekends: August 30-31, September 20-21, October 18-19, November 15-16.
Politics of Education (EPOL 412) Overview of the political structure and processes through which many of the major issues in education are treated; analyzes nature of the policymaking process in education and discusses the roles of principal participants in the process of educational decision making, but focuses on fundamental recurring issues in education and the ways these issues have been resolved or not resolved by the overall system. Particular attention to the role that both the federal and state judiciary as well as legislative authority have had in shaping educational policy.
Researching Race in Education (EPOL 532) This course focuses on the methods and methodology that education researchers engage to research educational equity as it relates to race, racism and racial equity in education. Drawing on the research methods literature in the social sciences, humanities and education, this course is appropriate for graduate students in education, sociology, anthropology, and others who have an interest in research methods, methodology and educational issues.
Poli & Cultural Context of Ed (EPOL 539) This section is for approved students in the EAL program only. You must be approved by the department to register this section.
Critical Race Theory & Educ (EPS 531) Focuses on critical race theory as a critique of racism and the law in U.S. society and discusses its current applications to education policy and research in K-12 schooling and higher education. Also looks at how critical race theory can be used as a methodological lens for policy analysis and educational research.