Anthony Brown is a Professor of Curriculum & Instruction in Social Studies Education. He also is an affiliated faculty in the areas of cultural studies in education, the John Warfield Center of African and African American studies and the Department of African and African Diaspora Studies. He received his B.A and M.A. in political science from California State University-Long Beach and received his PhD from the University of Wisconsin-Madison.
His research agenda falls into two interconnected strands of research, related broadly to the education of African Americans. His first strand of research examines how educational stakeholders make sense of and respond to the educational needs of African American male students. The second strand examines how school curriculum depicts the historical experiences of African Americans in official school knowledge (e.g. standards and textbooks) and within popular discourse.
Overall, his work pursues a theoretical argument, which suggests that the examination of the historical and racial constructions of African Americans within the social sciences, educational literature, popular discourse and curriculum is vital to making sense of how questions are raised and how educational and curricular reforms are pursued for African American students in the present. His work has been published in Teachers College Record, Harvard Educational Review, Race Ethnicity and Education and the Journal of Educational Policy.
Professor Brown is the recipient of numerous awards, including: Texas Regents Outstanding Teaching Award and the AERA Division B, 2016 Outstanding Book Award.
Ph.D. in Multicultural and Urban Education, University of Wisconsin, Madison, 2006
Focuses on historical and contemporary issues and discourses concerning African American students in schools and society.
Au, W., Brown, A. & Calderon, L. (2016). Reclaiming the Multicultural Roots of the U.S. Curriculum: Communities of Color and Official Knowledge in Education. New York: Teacher College Press.
Grant, C., Brown, K. & Brown, A. (2015). Black Intellectual Thought in Education: The Missing Traditions of Anna Julia Cooper, Carter G. Woodson and Alain Locke. New York: Routledge.
Brown, A. & Brown, K. (2015). The More Things Change, the More They Stay the Same: Excavating Race and Enduring Racisms in U.S. Curriculum. National Society for the Study of Education, 114(2), 103–150.
Brown, A. & Au, W. (2014). Race, Memory and Master Narratives: A Critical Essay on U.S. Curriculum History. Curriculum Inquiry, 44(3), 358–389.
Brown, A. & Johnson, M. (2014). Blackness enclosed: Understanding the Trayvon Martin incident through the long history of Black male imagery. Re (teaching) Trayvon: Education for Racial Justice and Human Freedom. Boston, MA: Sense Publishers.
Valesquez, J., Brown, K. & Brown, A. (2012). The Illusion of Inclusion: A Critical Race Theory Textual Analysis of Race and Standards. Harvard Educational Review, 82(3), 403–424.
Brown, A. (2012). On Human Kinds and Role Models: A Critical Discussion about the African American male teacher. Educational Studies, 48(3), 296–315.
Brown, A. & Delissovoy, N. (2011). Economies of Racism: Grounding Education Policy Research in the Complex Dialectic of Race, Class, and Capital. Journal of Educational Policy, 26(5), 595–619.
Brown, A., King, L. & Crowley, R. (2011). Black civitas: An examination of Carter Woodson's contributions to citizenship education. Theory and Research in Social Education, 39(2), 277–299.
Brown, A. (2011). Pedagogies of Experience: A case of the African American male teacher. Teaching Education, 22(4), 363–376.
Brown, A. (2011). Racialized Subjectivities: A critical examination of ethnography on Black males in the USA, 1960s to early 2000s. Ethnography & Education, 6(1), 45–60.
Brown, A. & Donnor, J. (2011). Toward a new narrative on Black males, education and public policy. Race Ethnicity and Education, 14(1), 17–32.
Brown, A. (2010). Counter-memory and race: An examination of African American scholars' challenges to early 20th century K-12 historical discourses. Journal of Negro Education, 79(1), 54–65.
Outstanding Book Award, The American Educational Research Association Division B (Curriculum Studies) (2016)
Regents' Outstanding Teacher Award, University of Texas Regents (2011)
Early Career Award, American Educational Research Association, Division G: Social Context of Education (2011)
Joanna Batt (Co-supervisor)
I study how students' experiences learning history relates to their identities as people, and how critical, multimodal curriculum can make history teaching and learning more equitable, more connected to students' lives, and more socially just.