Hui-Ling S. Malone is a PhD student at New York University in Teaching and Learning, with a focus on urban education. She is a former secondary English teacher who has taught with EXCEL since the summer of 2017. She previously worked in various communities including Detroit, MI, and Los Angeles, CA. Hui-Ling is interested in culturally sustaining pedagogies and critical pedagogy in order to empower students and advance equity in schools.
Her research focuses on community-centric practices through teaching and learning in hopes of strengthening relationships among students and surrounding school community members to address immediate social issues for the greater good of the collective.
Selected Publications
Daniel, J., M alone, H., K irkland, D. E. (forthcoming) “Community schools and educational justice: The New York City Community Schools Initiative and transformative educational equity.”
Urban Education. Malone, H., Ma, J., Levandov, J. (forthcoming). “Young Guerilla Filmmakers: Shaping Learning through Community Centric Practices.”
Journal of Learning Sciences. Malone, H. ( 2019). “What Does it Mean to Acknowledge ‘Whiteness’ in Teacher Education?” Edweek.
Malone, H. ( 2019) “Is New York City’s Plan to Diversify Specialized High Schools Racist toward Asian Americans?” Driving Equity and Access Blog (from the NYU Metro Center).
Malone, H. ( 2018). “#BlackLivesMatter, Schooling, and The Miseducation of White People.” Driving Equity and Access Blog (from the NYU Metro Center).
Kirkland, D. E., & Malone, H. (2017). “A Project That Humanizes: The Role of Hip Hop in Education.” Black History Bulletin, 80( 1), 6–9.
Malone, M., & Malone, H. ( 2015). “Housing Segregation and the Prison Industrial Complex: Looking at the Roots of Today’s School-to-Prison Pipeline.” In L. Drakeford (Ed.), T he Race Controversy in American Education, Vol. 1. 149-168. Santa Barbara, CA: Praeger.