Academic Articles

Kaler-Jones, C. (2022). “Defining ourselves for ourselves” Black girls conceptualize black girlhood online. Girlhood Studies, 15(3), 19-34.

Kaler-Jones, C. (2022). “I rewrote their story and you can, too”: Black girls’ artistic freedom dreams to create new worlds. In Frontiers in Education (p. 789). Frontiers.

Kaler-Jones, C., Briscoe, K. L., Moore, C. M., & Ford, J. R. (2022). Yes, teaching and pedagogical practices matter: Graduate students’ of color stories in hybrid higher education/student affairs (HESA) graduate programs. The Urban Review, 1-20.

Briscoe, K. L., Moore, C. M., Kaler-Jones, C., & Ford, J. R. (2022). “We don’t feel like we belong”: Graduate students’ of color racialized experiences in hybrid HESA graduate programs. JCSCORE, 8(2), 78-114.

Duane, A., Casimir, A. E., Mims, L. C., Kaler-Jones, C., & Simmons, D. (2021). Beyond deep breathing: A new vision for equitable, culturally responsive, and trauma-informed mindfulness practice. Middle School Journal, 52(3), 4-14.

Mims, L.C., & Kaler-Jones, C. (2020). Running, running the show: Supporting the leadership development of Black girls in middle school. Middle School Journal, 51(2), 16-24.

Book Chapters

Moten, T. & Kaler-Jones, C. (2024). Returning home: Exploring how black women use movement as freedom. In All about black girl love in education: bell hooks and pedagogies of love. Routledge.

Mims, L. C., Kaler-Jones, C., Kayser, A. A. A., & Johns, D. J. (2022). “I feel like this school Is changing the best parts of who she is”: Reflections from Black educators on their experiences developing growth-promoting environments for Black girls during early childhood. In African American Young Girls and Women in PreK12 Schools and Beyond. Emerald Publishing Limited.

Kaler-Jones, C. (2021). A re-imagined pedagogy of affirmation and artistic practices. In Arki, S., Delano-Oriaran, B., Moore, E., Michael, A., Penick-Parks, M., & Swindell, O. (Eds.) Teaching brilliant and beautiful black girls. Corwin.

Kaler-Jones, C. & Reyes, R. (2021). Hair representation matters: Children’s books as hopescapes for black girls. In Arki, S., Delano-Oriaran, B., Moore, E., Michael, A., Penick-Parks, M., & Swindell, O. (Eds.) Teaching brilliant and beautiful black girls. Corwin.

Kaler-Jones, C. (2020). Curls, coils, and codes: An examination of black girls’ hair as a form of expression and resistance. In Apugo, D. & Mawhinney, L. (Eds.) Strong black girls: Reclaiming schools in their own image. Teachers College Press.

Public Scholarship

Teaching Dance for Transformation | Rethinking Schools

Through the Lens of Those We Love: Uplifting Oral Histories and Finding Common Threads | Rethinking Schools

Coming Home to Ourselves | Rethinking Schools

When SEL is Used as Another Form of Policing | Medium

The Search | Midnight & Indigo

Trudging through the Mud | Midnight & Indigo

How Dance Helped Me Prepare for the Rigors of Academia | Blackademia

Here’s a Baltimore Teacher Who Champions Students Inside and Outside of the Classroom | Education Post

Here’s a Teacher Who Shows Teaching is a Profession of Love | Education Post

The White House Hosted a Princess Party for Black Girls and It Was All About Celebrating Literacy | Education Post

Guilty or Innocent? Hardy Middle School Students Put Columbus on Trial | D.C. Area Educators for Social Justice

High School Students’ Fight for School District Equity Fueled Classroom Unit on Gentrification | D.C. Area Educators for Social Justice

Moving Interactive People’s History Lessons Online: Massachusetts Students Study War with Mexico | Zinn Education Project

Carter Conference 2019: Teaching about the Beauty, Power, and Resistance of Black History | Teaching for Change

Frankly in Love Book Review | Social Justice Books