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Tanetha Grosland

Associate Professor of Educational Leadership and Policy Studies, Texas Christian University
Chapter Member: Dallas-Fort Worth SSN
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About Tanetha

Dr. Grosland researches policy and political narratives in education. Her principal focus chronicles these concerning emotion, emotion rhetoric, and educators’ responses to politics and social policies.

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Contributions

Why Educational Leaders and Policymakers Should Attend to Emotions

Key Findings Brief,

Publications

"Desegregation Policy as Cultural Routine: A Critical Examination of the Minnesota Desegregation Rule" (with Sharon I. Radd and Amanda G. Steepleton). Journal of Education Policy (2019).

Examines the Minnesota Desegregation Rule as a cultural artifact of race-related policy in US public education. Reveals nuances, contradictions, and patterns of power and privilege that serve as masked but powerful cultural signifiers. Finds that while legal and policy remedies are positioned as a means to reduce social and structural inequality, the Rule emphasizes bureaucracy and procedure and de-emphasizes student equity and racially equitable practices. Finds the Rule relies on and perpetuates cultural routines that prescribe technical fixes to address deep structural, systemic, social, and institutionalized forms of racism.

"Desirablizing Whiteness: A Discursive Practice in Social Justice Leadership That Entrenches White Supremacy" (with Sharon I. Radd). Urban Education 54, no. 5 (June 2019): 656-676.

Addresses the emotional aspects of policy response and provides suggestions to school leaders and scholars.

"Desegregation Policy as Social Justice Leadership?: The Case for Critical Consciousness and Racial Literacy" (with Sharon I. Radd). Educational Policy 32, no. 3 (2018): 395-422.

Disseminates of an investigation of the Minnesota Desegregation Rule and provides suggestions for policy designed to address racial inequity.

"Through Laughter and through Tears: Emotional Narratives to Antiracist Pedagogy" Race Ethnicity and Education 22, no. 3 (2019): 301-318.

Disseminates an investigation on the classroom emotional responses to a higher education curriculum as a policy response. Includes suggestions, including a call to include emotions an aspect of education practices.