Bio


Dr. Kahdeidra Monét Martin is currently a postdoctoral scholar of education at Stanford University, under the mentorship of Dean Anne Charity Hudley. She is a Manbo Asogwe, a priestess in the asson lineage of Haitian Vodou, and a member of the Bizango society. She uses her lived experience, narrative inquiry, interviews, focus groups, and participatory community-based methods to examine linguistic variation, discourses of deviance, and the intersectional experiences of underrepresented groups in education research—namely Black youth in elite, independent schools and Black youth who are members of African diasporic religions. Her research explores strategies for culturally sustaining literacy instruction and interrogates notions of belonging and ethnicity within diasporic Black communities.

Through the lenses of critical race theory, intersectionality, and translanguaging, Dr. Martin examines raciolinguistics and the co-naturalization of language, race, and spirituality in the lives of African descendant people globally. She 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.” It received the 2022 Outstanding Dissertation Award from the Qualitative Research SIG of the American Educational Research Association. Dr. Martin holds an M.S.Ed. in Teaching Urban Adolescents with Disabilities, from Long Island University, and a B.A. in African & African American Studies with a minor in Linguistics from Stanford University.

With Dr. Melissa Schieble and Dr. Amy Vetter, Dr. Martin has co-authored a book, 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. In recognition of her commitment to pedagogical excellence, she was one of three graduate student recipients of the 2020 Teaching Award.

Dr. Martin’s scholarship has been supported by numerous grants and fellowships, including a Fellowship by the Community Project to Prevent Discrimination and Violence Against Black and African Religions, Princeton University Crossroads Project Community Stories Fellowship, CUNY Mellon Humanities Alliance Teaching Fellowship, the Edwidge Danticat Society Graduate Research Award, and a two year Scholar in Residence at The Chapin School, her alma mater.

Honors & Awards


  • Community Fellow, Project to Prevent Discrimination and Violence Against Black and African Religions, University of North Carolina, Charlotte (2022-2023)
  • Community Stories Fellowship, The Crossroads Project, Princeton University (2022-2023)
  • 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)
  • Scholar in Residence, The Chapin School (2020-2022)
  • 2021 Divergent Book Award for Excellence in 21st Century Literacies Research, Initiative for 21st Century Literacies Research (2020)
  • Dean K. Harrision Dissertation Fellowship, The Graduate Center, City University of New York (2020)
  • Graduate Student Teaching Award, The Graduate Center, City University of New York (2020)
  • Presidential Research Fellowship, The Graduate Center, City University of New York (2019-2021)
  • Edwidge Danticat Graduate Student Research Award, Edwidge Danticat Society & UC Santa Barbara Center for Black Studies Research (2018)
  • Mellon Humanities Alliance Teaching Fellowship, The Graduate Center, City University of New York (2017-2019)

Stanford Advisors


All Publications


  • Examining silences in an English teacher inquiry group focused on critical conversations: A facilitator's reflexive analysis Linguistics and Education Vetter, A., Schieble, M., Martin, K. M. 2021; 65
  • Critical talk moves in critical conversations: examining power and privilege in an English Language Arts classroom ENGLISH IN EDUCATION Vetter, A., Schieble, M., Martin, K. 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 Vetter, A., Schieble, M., Martin, K. M. Peter Lang. 2020
  • Developing translanguaging pedagogical material Supporting, teaching and translanguaging with emergent bilingual students: Lessons from the CUNY-NYSIEB project Vogel, S., Seltzer, K., Carpenter, K., Ebe, A., Celic, C., Martin, K. M. Routledge. 2020
  • Countering raciolinguistic ideologies: The role of translanguaging in educating bilingual children Cahiers internationaux de sociolinguistique Martin, K. M., Aponte, G. G., Garcia, O. 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 Martin, K. M. 2018; 5 (1): 64-65
  • Forever Three TRANSITION Martin, K. 2018: 104-118
  • Supporting developing multilingual learners in New York state. CUNY New York State Initiative on Emergent Bilinguals Martin, K. M., Woodley, H. H., Vogel, S., Ebe, A. CUNY-New York State Initiative on Emergent Bilinguals. 2016