M. Billye Sankofa Waters, Ph.D.

[em  /  BILL-ee  /  san-KO-fuh-WAH-ters]

UNIVERSITY OF WASHINGTON TACOMA [2019 – PRESENT]

Assistant Professor of Educational Leadership

School of Education

mbswphd@uw.edu

Associate Teaching Professor

Graduate School of Education – Curriculum, Teaching, Learning, Leadership

NORTHEASTERN UNIVERSITY [2012 – 2019]

EDUCATION

The University of North Carolina, Chapel Hill

Doctor of Philosophy, 2012 | Master of Arts, 2009

Education – Culture, Curriculum, Change

Columbia College Chicago

Bachelor of Arts, 2005

Fiction Writing/Black World Studies

RESEARCH AREAS

Sociology of Education

Black Feminism

Critical Race Theory

Qualitative Inquiry

Abolitionist Teaching

Black Women Writers

Identity Affirmation and Family Archiving

We can speak for ourselves: Parent involvement and ideologies of Black mothers in Chicago 

2016

Author

The Audre Lorde dinners: An ethnographic study of Black mothers who care for communities and self. 

2017

Principal Investigator

Blackgirl Gold Unapologetic, Inc. NFP

2018

Founding Executive Director

Celebrating twenty years of Black girlhood: The Lauryn Hill reader 

2019

M. Billye Sankofa Waters, Venus Evans-Winters, Bettina L. Love (Eds.)

PRAXIS OVERVIEW

BOOKS

Sanchez, M. & Sankofa Waters, M. B. (Eds.). (forthcoming). How we got here: The role of critical mentoring, love and teaching in preparing new generations of social justice scholars. Rotterdam, Netherlands: Sense Publishers.

 

Sankofa Waters, M. B, Evans-Winters, V., & Love, B. L. (Eds.). (2019). Celebrating twenty years of Black girlhood: The Lauryn Hill reader. New York, NY: Peter Lang Publishing.

 

Sankofa Waters, B. (2016). We can speak for ourselves: Parent involvement and ideologies of Black mothers in Chicago.  Rotterdam, Netherlands: Sense Publishers.

 

Rhodes, B. (2002). Penetrated soul: somethingsihadtorelease. Chicago, IL: Onyx Roads Books.

COURSES TAUGHT (SELECTED)

Doctoral Seminar in Curriculum Leadership: Urban Education

Introduction to Doctoral Studies

Leadership for Social Justice

Research Design (Positionality and Theoretical Frameworks)

Social Justice and Educational Equity

DOCTORAL SUPERVISION (SELECTED)

Teacher’s transformative learning experiences in a cultural proficiency professional development program – Rhoda Nuñez-Donnelly (in progress)

Black male principals who lead in Massachusetts public schools – Joseph Smith (Ed.D.)

Intercultural competence developed through transnational teaching experiences in Qatar: A narrative analysis – Razzan Itani, Ed.D. 

Exploring the curriculum narratives of Jewish Day School bible teachers – Galya Greenberg, Ed.D. 

LGBTQA validation: An interpretative phenomenological analysis – Meredith Kuczik, Ed.D.

High school English teachers' experiences with poetry pedagogy – Molly Young, Ed.D.

Voices of Haitian teachers: Teacher perception of professional development in Haiti – Sara Jane Quessa Coupet, Ed.D. 

Correctional curriculum evaluation: An uncovering of effective practices that reduce the rate of prison recidivism in the state of Alabama – Sanders Thomas, Ed.D.

PROFESSIONAL AFFILIATIONS/SERVICE (SELECTED)

Blackgirl Gold Unapologetic, Inc. — NFP

Founding Executive Director

 

American Educational Research Association 

2018–2021 Hip Hop Theories, Praxis & Pedagogies SIG Executive Board

 

National Women's Studies Association 

2018–2020 Governing Council

2015 Women of Color Leadership Project cohort

 

Western Journal of Black Studies

Editorial Board