Biography
Dr. Wanda M. Brooks teaches in the middle/secondary teacher certification program in the College of Education and Human Development, the 51动漫 Teacher Residency and the doctoral program in education (literacy and learners concentration). She teaches courses related to literacy theories, research and instruction as well as qualitative research methods. Her research interests fall into two complementary areas. First, to better understand how readers develop literary understandings, she examines the written and oral responses of African American young adolescents to diverse children鈥檚 and young adult books. Second, she carries out content analyses of African diaspora literature for youth to further situate and solidify these kinds of texts as representative of a developing literary tradition. She has published in journals such as Reading Research Quarterly, Research in the Teaching of English, Children鈥檚 Literature in Education, the Urban Review and The English Journal. Before taking a university level faculty position, she taught middle grades language arts in several east coast public schools.
Research Interests
- Literacy
- Multicultural Education
Courses Taught
|
Number |
Name |
Level |
|---|---|---|
|
EDUC 0809 |
Race and Diversity in Children's and Young Adult Books: Reading Between the Lines |
Undergraduate |
|
EDUC 5262 |
Introduction to Qualitative Research |
Graduate |
Selected Publications
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Gardner, R.P., Brooks, W., & Cueto, D. (2023). Black Children鈥檚 Literature Policy, Publishing, Response, and Engagement: Where Do We Go from Here? Language Arts, 101(1), pp. 16-25. National Council of Teachers of English. doi:
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Browne, S., Brooks, W., & Baroudi, F. (2023). A Community-Based Book Club Re-imagines 鈥淭he Rules鈥� in Long Way Down. Voices from the Middle, 30(4), pp. 44-47. National Council of Teachers of English. doi:
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Cueto, D.D. & Brooks, W.M. (2022). Coe Booth: Reclaiming humanity in stories about urban life. In S.T. Bickmore & S.P. Clark (Eds.), More Mirrors, Windows, and Sliding Doors A Period of Growth in African American Young Adult Literature (2001 To 2021), 3 (pp. 11-20). Rowman & Littlefield Publishers. Retrieved from
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Cueto, D.W. & Brooks, W.M. (2022). Tracing terror, imagining otherwise: A critical content analysis of anti-Black violence in middle grades novels. Research in the Teaching of English, 56(4), pp. 411-431. National Council of Teachers of English. Retrieved from
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Brooks, W.M. & Cueto, D. (2020). Racialized Constructions in the Stories by Mildred Taylor. In S.T. Bickmore & S.P. Clark (Eds.), On the Shoulders of Giants Celebrating African American Authors of Young Adult Literature, 1 (pp. 121-130). New York, NY: Rowman & Littlefield. Retrieved from
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Cueto, D. & Brooks, W.M. (2019). Drawing Humanity: How Picturebook Illustrations Counter Antiblackness. In H. Johnson, J. Mathis, & K.G. Short (Eds.), Critical Content Analysis of Visual Images in Books for Young People Reading Images (pp. 41-56). New York, NY: Routledge. Retrieved from