I am accepting new doctoral students for the 2026-2027 academic year in English Education. Here is a guide on preparing your application materials: Application Guide
Dr. Shamari Reid (he/him/his) is an Assistant Professor in the Department of Teaching and Learning. Dr. Reid completed his doctoral work in Curriculum and Teaching at Teachers College, Columbia University. In addition, he holds an M.A. in Teaching Spanish as a Foreign Language and TESOL from New York University, and a B.A. in Spanish and Education from Oklahoma City University.
As a scholar, Dr. Reid’s work explores how Black trans and queer youth and their communities sustain themselves amidst oppression, as well as how we can collaborate with these communities to better transform schools into sites of equitable opportunities for Black LGBTQ+ youth. Dr. Reid's work has been published in top-tier education journals such as Urban Education, Curriculum Inquiry, TC Record, Equity & Excellence in Education, and Theory Into Practice.
In addition to working with Black LGBTQ+ communities to reimagine schools, Dr. Reid’s work examines radical love as a moral imperative in social justice education and as a path toward culturally sustaining school communities, which he explores in his recent book, Humans who teach: A guide to centering love, justice, and liberation in schools.
Selected Publications
Books
- Reid, S. (2024). Humans who teach: A guide for centering love, justice, and liberation in schools. Portsmouth, NH: Heinemann.
Peer-reviewed Journal Articles
- Reid, S., Reid, J., & Reid, D. (2024). Black mothering communities as homeplaces for Black LGBTQ+ youth. Urban Education, 1-21.
- Cooper, M., & Reid, S. (2024). Lessons from the Black LGBTQ+ radical imagination. English Leadership Quarterly, 46 (4), 13-16.
- Richards, D., Muhammad, G., Grace, W., May, K., Reid, S., & Sankofa Waters, B. (2024). "Love liberates": A kitchen table talk on Black liberatory education. Equity & Excellence in Education, 56 (4), 495-512.
- Reid, S. (2024). Beyond single-identity spaces of Black mattering: Homeplaces for Black LGBTQ+ identities in K-12 schools. Theory Into Practice, 63 (1), 77-87.
- Reid, S., Love, G., & Chase, J. (2023). "Isn't it cute?": An intimate conversation on Black trans and queer futurities. Theory, Research, and Action in Urban Education, 8 (1).
- Reid, S. (2022). Using a queer of color critique to work toward a Black LGBTQ+ inclusive K-12 curriculum. Curriculum Inquiry.
- Reid, S. (2022). Exploring the agency of Black LGBTQ+ youth in schools and NYC’S Ballroom Culture. Teachers College Record, 124 (6), 92-117.
- Reid, S. (2021). What does culturally relevant pedagogy have to offer with regard to teaching and learning during a time of physical distancing. Journal for Multicultural Education, 15 (2), pp.129-137.
- Sealey-Ruiz, Y., & Reid, S. (2021). The matter of all Black lives. International Journal of Multiple Research Approaches.
Book Contributions
- Reid, S. (2024). The beautiful, beautiful river: Toni Morrison and theorizing Blackness outside the white gaze. In R. Hampton, S. Habtom, & J. Williams (Eds.), Conceptualizations of Blackness in Educational Research. Routledge.
- Tran, V.A., Saunders, E.C., Reid, S., & Fube, L. (2022). Conceptions of care and graduate student researcher positionality: Struggling to reconcile “researcher” care with personal moral commitments. In K. Clonan-Roy, N. Gross, P. Nagarajan, & V. Vasudevan (Eds.), Caring and being there: Complicating qualitative research with youth in school settings. London: Bloomsbury Publishing.
- Reid, S., & Sealey-Ruiz, Y. (2022). Love as a moral imperative in teaching and teacher education. In D. Hucks, Y. Sealey-Ruiz, V. Showunmi, & S. Carothers (Eds.), Purposeful teaching and learning in diverse contexts: Education for access, equity and achievement. Charlotte, NC: Information Age Publishing.
- Reid, S., Reid, J., & Reid, J. (2021). A trioethnography on our experiences as BlackGay youth. In T. Folwer, & W. Wallen (Eds.), Duoethnographic encounters: Opening spaces for difficult dialogues in times of uncertainty, pp.23-32. New York, NY: DIO Press.
- Reid, S., & Devereaux, C. (2019). Why can’t you see us? The visibilization of Blackwomen and Blackqueer folx. In P. Boda (Ed.), Essays on exclusion: Our critical, collective journey toward equity in education, pp.65-84.New York, NY: DIO Press Inc.
- Reid, S. (2019 ). “…And we became dragonflies”: Centering students’ counternarratives in the classroom. In J. Wearing, M. Ingersoll, C. Deluca, B. Bolden, H. Ogden, & T.M. Christou (Eds.), Key Concepts in Curriculum Studies: Perspectives on the fundamentals. New York, NY: Routledge.