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Leah Halliday

Graduate Research Assistant, University of Louisville
Chapter Fellow, Kentucky SSN
Chapter Member: Kentucky SSN
Areas of Expertise:

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About Leah

Halliday's research focuses on teaching, learning, and community building within and outside of schools. Halliday's overarching themes in writing include cultural responsiveness, collaborative learning, and the role of community building in learning and growth. Halliday's research and service include projects with the Cooperative Consortium for Transdisciplinary Social Justice Research at the University of Louisville and on behalf of the Louisville Association of Community Economics.

Contributions | No Jargon Podcast | In the News | Publications

Contributions

So You Want To Open a Community-Owned Grocery Store? Recommendations From Two Case Studies

    Michèle Foster
Key Findings Brief,

Publications

"The Heuristic for Thinking About Culturally Responsive Teaching (HiTCRiT)" (with Michèle Foster, Jonathan Baize, and James Chisholm). Multicultural Perspectives 22, no. 2 (2020): 68-78 .

Describes the development of the Heuristic for thinking about Culturally Responsive Teaching and introduces the four realms that make up the heuristic. Describes the use of the heuristic as a lesson planning and analysis tool in a teacher preparation course.

"A Tale of Two Co-ops in Two Cities" (with Michèle Foster). Journal of Agriculture, Food Systems, and Community Development 9, no. 2 (2020).

Includes two case studies of food cooperatives, one in Minneapolis, and one in Oakland.  Uses the case studies to illustrate the challenges and opportunities involved with two different approaches to opening community grocery stores. Oserves how these case studies were initially conducted in support of the Louisville Association of Community Economics.

"Teacher Agency in English Language Arts Teaching: A Scoping Review of the Literature" (with James S. Chisholm, Jennifer Alford, and Fannie M. Cox). Emerald Insight 18, no. 2 (2019).

Aims to examine ways in which English language arts (ELA) teachers have exercised agency in response to policy changes that have been shaped by neoliberal education agendas that seek to further advance standardization and the primacy of measurability of teaching and learning.

"Equity, Environmentalism, and Conscious Consumerism" Journal of Agriculture, Food Systems, and Community Development 9, no. 4 (forthcoming).

Explores Craig B. Upright's analysis of the tumultuous relationship between the organic foods movement and the food justice movement.