Dr. Kahdeidra Monét Martin, BA '06, received her Ph.D. in Urban Education at The Graduate Center of the City University of New York in June 2021. Her dissertation is entitled, "Counterstories of Black High School Students and Graduates of NYC Independent Schools: A Narrative Case Study," and it won the 2022 Outstanding Dissertation Award from the Qualitative Research SIG of the American Education Research Association. Her research foci primarily orbit around adolescent literacy, urban education, decolonial pedagogy, sociolinguistics, and qualitative inquiry. In recognition of her commitment to pedagogical excellence, she was one of three graduate student recipients of the 2020 Teaching Award from The Graduate Center.
Dr. Martin previously earned a Certificate in Interactive Technology & Pedagogy from the Graduate Center, and she holds a Master of Science in Education degree, Teaching Urban Adolescents with Disabilities, from Long Island University and a Bachelor’s degree in African & African American Studies with a minor in Linguistics from Stanford University. Dr. Martin is experienced in facilitating professional learning sessions in culturally relevant teaching, Black feminist pedagogy, multimodal & game-based learning, and critical conversations on power and privilege. In 2020, she co-authored a book on the latter topic, Classroom Talk for Social Change: Critical Conversations in English Language Arts (Teachers College Press, 2020), which received a 2021 Divergent Book Award for Excellence in 21st Century Literacies Research.
Currently, Dr. Martin serves as a Lecturer in the Program in Writing and Rhetoric. In addition, she serves as an inaugural Scholar in Residence at The Chapin School, her secondary school alma mater.
Lecturer, Writing and Rhetoric Studies
Honors & Awards
2022 Qualitative Research SIG Outstanding Dissertation Award, American Educational Research Association (2022)
2021 Graduate Student Teaching Award, The Graduate Center, City University of New York (2021)
2021 Divergent Book Award for Excellence in 21st Century Literacies Research, Initiative for 21st Century Literacies Research (2020)
Examining silences in an English teacher inquiry group focused on critical conversations: A facilitator's reflexive analysis
Linguistics and Education
View details for DOI 10.1016/j.linged.2021.100951
- Critical talk moves in critical conversations: examining power and privilege in an English Language Arts classroom ENGLISH IN EDUCATION 2020
- Classrom talk for social change: Critical conversations in English language arts Teachers College Press. 2020
- Framework for critical conversations as social justice pedagogy in ELA classrooms Engaging the critical in English education: Approaches from the commission on social justice in teacher education Peter Lang. 2020
- Developing translanguaging pedagogical material Supporting, teaching and translanguaging with emergent bilingual students: Lessons from the CUNY-NYSIEB project Routledge. 2020
Countering raciolinguistic ideologies: The role of translanguaging in educating bilingual children
Cahiers internationaux de sociolinguistique
2019; 16 (2): 19-41
View details for DOI 10.3917/cisl.1902.0019
- (Materials Review) Translanguaging with Multilingual Students: Learning from Classroom Moments New York State TESOL Journal 2018; 5 (1): 64-65
- Forever Three TRANSITION 2018: 104-118
- Supporting developing multilingual learners in New York state. CUNY New York State Initiative on Emergent Bilinguals CUNY-New York State Initiative on Emergent Bilinguals. 2016