Advisory Board

Joyce E. King, Ph.D.King2

Dr. Joyce King is president of the American Educational Research Association (AERA).

Since 2004, Dr. King has served as the Benjamin E. Mays Endowed Chair for Urban Teaching, Learning and Leadership and Professor of Educational Policy Studies in the College of Education at Georgia State University.

She previously held senior academic affairs positions as Provost at Spelman College, Associate Provost at Medgar Evers College, CUNY and Associate Vice Chancellor for Academic Affairs and Diversity Programs at the University of New Orleans.

She was director of teacher education for twelve years at Santa Clara University and the first head of the Ethnic Studies Department at Mills College. She completed two prestigious leadership programs: the American Council on Education Fellowship at Stanford University with the President, the Vice President for Planning and Management, and the Office for Multicultural Development.

As a W. K. Kellogg National Fellowship recipient, Dr. King also studied women’s leadership and grassroots participation in social change in China, Brazil, France, Kenya, Japan, Mali and Peru.

Dr. King is the author of several dozen highly influential books, articles, and monographs reflective of her research interests. Her expertise emcompasses cultural knowledge, Diaspora literacy and heritage knowledge in teaching and teacher preparation. Her work addresses Black teachers’ emancipatory pedagogy, curriculum change, Black studies theorizing in education, Black education and global education.

Her publications include the Harvard Educational Review, The Handbook of Research on Black Education, The Handbook of Research on Teacher Education and Voices of Historical and Contemporary Black Pioneers. In addition, Dr. King organized and edited a landmark book, Black Education: A Transformative Research and Action Agenda for the New Century that was published for the American Educational Research Association (2005).

She has served as co-editor of the top-ranked Review of Educational Research, and her concept of “dysconscious racism” continues to influence research and practice in education and sociology in the U.S. and other countries. King

A forthcoming book produced in collaboration with teacher educators and classroom teachers is: “Re-membering” History in Student and Teacher Learning: An Afrocentric and Culturally Informed Praxis.


  • Ph.D., Social foundations of Education, Stanford University
  • B.A. in Sociology, Stanford University
  • Certificate from the Harvard Institute in Educational Management.

Hakim Muhammad Rashid, Ph.D.Rashid2

Professor of Education and Human Development,  Howard University, Washington, D.C.

A former Visiting Professor at Khartoum University, Sudan, he was a Fulbright Scholar at King Saud University in Saudi Arabia.

Dr. Rashid has lectured in Sudan, Saudi Arabia, Pakistan, the United Arab Emirates, South Africa, Bermuda, Canada, and the United States. He was also a Fulbright-Hays Summer Fellow in China. He is an Advisory Board Member for America’s Islamic Heritage Museum.


  • Bachelor of Arts (B.A.), Psychology, Pomona College
  • Master of Arts (M.A.), Education/Teaching of Individuals in Early Childhood Special Education Programs, University of Michigan
  • Doctor of Philosophy (Ph.D.), Education and Psychology (Combined Program),  University of Michigan.

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