Tondra Loder-Jackson, from https://www.uab.edu/education/home/faculty-directory/36-tondra-l-loder-jackson

Tondra L. Loder-Jackson

Professor of Educational Foundations and African American Studies, University of Alabama at Birmingham
Chapter Member: Alabama SSN
Areas of Expertise:
  • Education
  • Race & Ethnicity
  • Civic Engagement

Connect with Tondra

205-934-8304

About Tondra

Loder-Jackson's research focuses on urban education, history of education in Birmingham, Alabama, and social movements and education. Overarching themes in Loder-Jackson's publications include the influence of historic civil rights events (e.g., Brown vs. Board of Education) on contemporary African American education, urban teacher preparation, recruitment, and retention, and school, family, and community relations.

Contributions | No Jargon Podcast | In the News | Publications

Contributions

How Alabama Can Earn a Straight "A" in Civil Rights Education

SSN Key Findings Brief,

No Jargon Podcast

Episode 165:
Civil Rights in Our Schools

In the News

Tondra L. Loder-Jackson quoted on the role teachers still play in social movements in Caroline Coleburn, "UVA Summit Helping Educators Learn How to Better Teach the Civil Rights Movement" NBC 29, June 27, 2019.
Interview on racism among youth and in schools (segment begins at 25:00) Tondra L. Loder-Jackson, WBHM, June 25, 2019.

Publications

"New Horizons for Urban Educators Engaging Families in the Post-Civil Rights South" (with Deborah L. Voltz and Michael Froning), in A Nation of Students at Risk: Advancing Equity & Achievement in America’s Diversifying Schools, edited by Camille M. Wilson and Sonya Douglass Horsford (Routledge, 2014), 186-199.

Examines school, community, and family relations in the contemporary urban U. S. South and Midwest.

Schoolhouse Activists (State University of New York Press, 2015).

Examines historical and contemporary perspectives on African American educators' involvement in the Birmingham Civil Rights Movement.

"The Sociopolitical Context of Schooling in Post-Civil Rights Birmingham" Peabody Journal of Education 90, no. 3 (2015): 336-354.

Discusses historical and contemporary perspectives on education in the Birmingham metropolitan area, emphasizing longstanding political and economic tensions between urban and suburban school districts.