Keffrelyn D Brown
Associate Professor, Center for Women's and Gender Studies, College of Liberal Arts
Associate Professor, Center for African and African American Studies, College of Liberal Arts
Phone: +1 512 232 4257
Office: SZB 406
Office Hours: By appointment
Keffrelyn D. Brown (Ph.D., University of Wisconsin-Madison) is an Associate Professor of Cultural Studies in Education in the Department of Curriculum and Instruction. She is also the Elizabeth Glenadine Gibb Teaching Fellow in Education and holds a faculty appointment in the Department of African and African Diaspora Studies and the Center for Women and Gender Studies. Her research and teaching focuses on the sociocultural knowledge of race in teaching and curriculum, critical multicultural teacher education and the educational discourses and intellectual thought related to African Americans and their educational experiences in the U.S.
Keffrelyn has published over 40 books, journal articles, book chapters and other educational texts. She serves on the editorial boards for several well-recognized peer-reviewed journals including Teachers College Record, Race, Ethnicity and Education, Teaching and Teacher Education and Urban Education. Keffrelyn has received recognition for both her research and teaching. In 2013 she was awarded the Kappa Delta Pi/Division K Early Career Research Award from the American Educational Research Association (AERA). She is also the recipient of numerous fellowships, including the Ford Foundation Dissertation Fellowship and the Wisconsin-Spencer Foundation Research Training Grant. In 2012 she received the Regent's Outstanding Teaching award, the highest teaching honor given for excellence in undergraduate teaching across the University of Texas system.
Keffrelyn is active in the multiple roles she has as a researcher, scholar and teacher educator at the local, state and national levels. As a former elementary and middle school teacher, school administrator, and curriculum developer, Keffrelyn is keen to the everyday challenges of schooling. She continually seeks to produce scholarship that is theoretically robust, empirically rich and both responsive and relevant to practice in teaching, curriculum and teacher education.