Derrick P. Alridge is Director of the Teachers in the Movement Project and a professor in the Social Foundations of Education program at the University of Virginia. His primary areas of scholarship are African American educational and intellectual history and the civil rights movement. He is the author of The Educational Thought of W.E.B. Du Bois: An Intellectual History, co-editor of Message in the Music: Hip Hop, History, and Pedagogy (with James B. Stewart and V.P. Franklin), and co-editor of The Black Intellectual Tradition in the United States in the Twentieth Century (in progress with Cornelius Bynum). Alridge’s scholarship has appeared in the History of Education Quarterly, The Journal of African American History, The Journal of Negro Education, Teachers College Record, Educational Researcher, and numerous other scholarly journals and volumes. Alridge is a former fellow of the National Endowment for the Humanities and former postdoctoral fellow of the National Academy of Education/Spencer Foundation.
Dr. Carmen F. Foster has extensive professional experience in public, academic & museum administration, community outreach, nonprofit board leadership, organizational development & historical research. She holds an Ed.D. from the University of Virginia, MPA from Harvard University, M.S. in Communication from Clarion University and B.S. in Mass Communications from Virginia Commonwealth University. In addition to serving as a Project Consultant to the Teachers in the Movement Project, she also has participated in recent projects and presentations providing historical insights regarding Richmond’s African American neighborhoods, community heritage and segregated education system. She also serves as an adjunct faculty/facilitator at the Federal Executive Institute in Charlottesville to provide leadership education to federal senior executives.
Patrice Preston Grimes is an Associate Professor of Social Studies Education and an Associate Dean in Office of African-American Affairs at University of Virginia. Her research focuses on the history of African-American schooling in the South before the modern Civil Rights era, and youth civic education/engagement, esp. among underrepresented groups. She has received the Exemplary Research in Social Studies Award by the National Council for the Social Studies, authored book chapters, and published scholarly articles in Theory and Research on Social Education, Teacher Education Quarterly, Journal of Social Studies Research and the Peabody Journal of Education. She has also been a scholar-consultant and presenter on several Teaching American History Grants, and a research consultant to the Jefferson School African-American Heritage Center in Charlottesville (VA). Her current research studying the University of Virginia’s role in public school desegregation, as well as her consulting for the African-American Descendants’ Project at James Madison’s Montpelier (VA), extend her commitment to help local communities document their history and culture.
Robert Q. Berry, III, Ph.D. is the President-Elect of the National Council of Teachers of Mathematics (NCTM) and is an Associate Professor of Mathematics Education at the University of Virginia. His research focuses on: 1) equity issues in mathematics education with a particular focus on African American boys; 2) qualitative metasynthesis as methodological approach for mathematics education; and 3) mathematics teaching practices. Berry is the lead developer of Mathematics Scan (M-Scan), a measure of mathematics teaching practices used several projects throughout the U.S. Berry has published over 75 articles, book chapters, and proceedings. His articles have appeared in the Journal for Research in Mathematics Education, Journal of Teacher Education, American Educational Research Journal, and numerous others scholarly journals. He was on the writing team for NCTM’s landmark publication Principles to Actions: Ensuring Mathematical Success for All (2014). Berry is the recipient of NCTM’s Linking Research to Practice Publication Award for volume years 2010 and 2014.
Stanley C. Trent is Associate Professor of Special Education in the Curry School of Education at the University of Virginia. His current research foci include multicultural teacher training in special education, the disproportionate placement of culturally and linguistically diverse (CLD) students in special education programs and programs for the gifted, and inclusive education practices in urban schools.
His work in these areas appears in publications such as Exceptional Children, The Journal of Learning Disabilities, The Journal of Special Education, Learning Disabilities Research and Practice, Review of Research in Education, Remedial and Special Education, Teaching and Teacher Education, Multicultural Perspectives, Encyclopedia of Special Education, and the Handbook of Research on Multicultural Education. In addition, he has served as a guest editor for two journal issues focusing on the education of culturally and linguistically different exceptional learners. From 1999-2000, he served as an expert witness/researcher for the US Department of Justice where he identified reasons for disproportionate placement of CLD students in programs for students with intellectual or developmental disabilities and the gifted in Alabama. His unique professional experiences as a special education teacher, administrator, teacher educator and researcher have provided him with both the practical and theoretical knowledge needed to examine the implementation of education reforms, sustainability, teacher thinking, and instruction which positively affect the achievement of CLD learners with exceptionalities. In the year 2000, he received the Alpha Phi Foundation’s Professor of the Year Award, International. In 2002, he won the outstanding publication award for volume 25 of Teacher Education and Special Education.
Lindsey E. Jones is a PhD Candidate in History of Education at the University of Virginia’s Curry School of Education and a 2016-2018 Pre-doctoral Fellow at the Carter G. Woodson Institute for African-American and African Studies. Lindsey works as a researcher with the Teachers in the Movement Project, and is particularly interested in learning how teachers’ educational philosophies translated to their classroom practice through this project. Her dissertation project engages African American intellectual history, history of African American education, and black girlhood studies to examine the curriculum and institutional culture of Virginia’s only reformatory for delinquent African American girls between 1915 and 1940.
Alex Hyres is a doctoral student in the Social Foundations of Education working with Dr. Derrick P. Alridge. His dissertation project, “In the Shadow of Jefferson’s University: Education and the Black Freedom Struggle in Charlottesville, Virginia, 1951-1984” examines how public schooling shaped the struggle for political and economic rights for Blacks in post-World War II America. He holds a bachelor’s degree in History (2009) and a master’s degree in Secondary Social Studies Education (2011) from the University of Washington.
Danielle Wingfield-Smith is currently a doctoral student in the Social Foundations of Education program at the University of Virginia under Dr. Derrick Alridge. She obtained her Juris Doctor from the University of Richmond School of Law in 2014 and graduated from the College of William & Mary with a B.A. in sociology and philosophy in 2011. She enjoys working with the Teachers in the Movement (TIM) Project and believes her participation with TIM has been one of the most enriching experiences of her life. Her research focuses on the work of Senator Henry L. Marsh and others to desegregate Virginia public schools. Her dissertation intersects her passion for history and the cause of equal education with her vocation as an attorney.
Emma Edmunds is the project director of Mapping Local Knowledge, Danville, Va., 1945-75, which shows through oral histories how longtime black and white residents of Danville, Va., understood citizenship and community in the post-World War II era. She focuses particularly on the 1963 Danville civil rights movement—the violence, the protracted legal struggle, and the fall campaign of Dr. Martin Luther King, Jr., and the Southern Christian Leadership Conference in that southern Virginia city. Working with the Teachers in the Movement team, she is examining the role of teachers in the Danville movement from the 1930s through the 1970s. She has conducted teacher workshops and developed documentary exhibits based on the oral histories and documents she has collected, including an online exhibit that features five teachers at http://www.vcdh.virginia.edu/cslk/danville/. She holds a B. A. degree in English from Randolph College in Lynchburg, Virginia, and a Master of Arts in Teaching degree from the University of North Carolina. In 1998 and 2015, was a fellow at the Virginia Foundation for the Humanities.
Annie Weinberg is a second year student at the University of Virginia in the Curry School of Education. She is currently a part of Curry’s Youth and Social Innovation major and hopes to study psychology as well during her undergraduate education. Although she is new to the interview process, she has loved the experience so far and is excited to be working on the teacher workshop and education aspects of this project!
Kelly Martin is a second year student at the University of Virginia. Her major is Youth and Social Innovation and she hopes to get her Masters in Teaching through UVA’s Curry School of Education. She is from Mechanicsville, Virginia and enjoys visiting nearby Richmond to learn more about its history and involvement in the Civil Rights Movement. She would love to return home to teach in the Richmond Public School system after graduation.
Olivia Cosby is a 3rd year Youth and Social Innovation and Drama major, planning on pursuing Drama Therapy. She works on the Teachers in the Movement project as an interviewer. She also assists with social media and blogs about relevant topics in education and social justice.
Melanie Weiskopf is a second year undergraduate at the University of Virginia in the College of Arts and Sciences studying American Studies and Social Entrepreneurship. With a passion for education, social justice, and public history, she is thrilled to be a part of this exciting project. She writes blog posts and looks forward to conducting interviews.
Shontell M. White is a Fourth Year undergraduate student in the Curry School of Education from Danville, Virginia. She is double majoring in Youth and Social Innovation and Sociology. She currently works on the Teachers in the Movement project as an interviewer and blogger. The project has provided her with the opportunity to interview the first black educator from her hometown high school. Opportunities like these and many others is a part of why she believes this project plays a critical role in accurately depicting and preserving the history of educators during the Civil Rights movement across this country. She is eager to learn more knowledge through firsthand accounts as she continues to grow as an interviewer.
After completing her undergraduate career, Shontell has plans to attend graduate school to become a high school counselor.