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Wynnetta A. Scott-Simmons

Associate Professor of Education

Wynnetta A. Scott-Simmons

Education

B.S., Bennett College, 1981; M.Ed., Ed.S., Mercer University, 2002, 2003; Ed.D., Georgia Southern University, 2007.

Biography

Dr. Wynnetta Scott-Simmons is an Associate Professor of Graduate Teacher Education. She explores social justice issues through her research interests including culturally responsive teacher education, oral history framed by Sankofian traditions, culturally-situated kinetic orality, critical and divergent literacies, cross-generational/cultural theory, African American women’s literacies of silence, and theories of resistance and survival among minority communities. She is currently engaged in research focusing on the literacy of silence as resistance among African American women and African American female educators; African American female educators as keepers of the cultural code; the transition and mentorship of African American female teachers from pre-service to in-service status; and extending the awareness of the rich African American educational heritage (cultural capital/funds of knowledge) among pre-service, in-service and veteran teachers as counter-stories to historical deficit-based social narratives.

Teaching

Literacy, culturally situated literacy; critical literacy and divergent literacies; African American women’s literacies; literacy of silence in educational environments; culturally responsive teacher education; transformative teacher and adult education; education for social justice and equity; oral history; cross-generational/cultural theory; Feminist / Black Feminist Theories & Thinking; cultural code transmission; educational segregation, integration, resegregation; the curriculums of the North & South; the transition and mentorship of African American teacher candidates from pre-service to in-service; teaching, learning, and marginalization in-between; theories of resistance, survival, and triumph among minority communities.

Publications

Scott-Simmons, W. (2013). The other side of silence: The look of separation. In Special Issue of Journal of Curriculum Theorizing: Narrative of Curriculum in the South: Lives In-Between Contested Race, Gender, Class, and Power. (February 2013). http://journal.jctonline.org/index.php/jct/article/view/380

Scott-Simmons, W., He, M.F., Haynes, A., Scott-Simmons, W., & Tennial (2010) Teaching Creatively In-Between Contested Contradictions and Complexities in the U. S. South. In Craig, C., & Deretchin, L., (Eds.). Cultivating curious and creative minds: The role of teachers and teacher educators. In partnership with Association of Teacher Educators. Lanham, MD: Rowman & Littlefield.

Scott-Simmons, W. (2008). Self, others, and jump rope communities: Triumphs of African American women.  In He, M. F. & Philion, J., (Eds.). Research for social justice: Personal, passionate, participatory. New York: Teachers College Press.

Scott-Simmons, W. (2007). African American perspectives on care and justice. Race-ing moral formation: African American perspectives on care and justice. In Sidle-Walker, V., & Snarey, J. (Eds.). (2004). New York: Teachers College Press. Part V: Guide to New Resources. Multicultural Perspectives: An Official Journal of the National Association for Multicultural Education, 9(4), 62-66. Mahwah, NJ: Lawrence Erlbaum