Professor Brianna L. Kennedy

  • Professor of Education (School of Education)

telephone: 01413303487
email: Brianna.Kennedy@glasgow.ac.uk

University of Glasgow, St. Andrew's Building, N404, 11 Eldon Street, Glasgow, G3 6NH

Import to contacts

Biography

Dr. Kennedy came to academia after teaching middle school for the Los Angeles Unified School District in California, where she faced the daily challenge of meeting the needs of a mostly immigrant population of students who were not being well served by the policies, processes, and practices of schooling. She completed her PhD at the University of Southern California where she learned to rigorously examine how teachers could meet the needs of marginalized students. She then served on the faculties of the University of Florida and Utrecht University, where she prepared teachers, facilitated educators' engagement in improving professional practice, and taught in bachelor, master, and doctoral programs. Her personal website contains more information about her work.

Research interests

Dr. Kennedy studies the inclusion and exclusion of students from nondominant social backgrounds with a particular focus on educational and school policy and classroom teaching. As a former middle school teacher, she prioritizes the bridging of theory, research, and practice, and she investigates and develops appropriate inquiry approaches to do so. She has developed additional lines of research in qualitative inquiry and the scholarship of teaching and learning. In each of these three lines of research, she prioritizes the reimagining and reworking of education and schooling toward social justice. 

Publications

List by: Type | Date

Jump to: 2024 | 2023 | 2022 | 2021
Number of items: 9.

2024

Kennedy, B. L. and Murphy, A. S. (2024) Frame Shifting for Teachers: Developing a Conscious Approach to Solving Persistent Teaching Dilemmas. Routledge. ISBN 9781032294896

2023

Kennedy, B. L. and Junker, R. (2023) The evolution of “loaded moments” toward escalation or de-escalation in student–teacher interactions. Review of Educational Research, (doi: 10.3102/00346543231202509) (Early Online Publication)

Kennedy, B. L., Habraken, M. and Melfor, S. (2023) Assaults on belonging: how Dutch youth without ‘blue eyes, cheese, and clogs’ experience everyday racism in educational contexts. Race, Ethnicity and Education, 26(5), pp. 642-662. (doi: 10.1080/13613324.2023.2183514)

2022

Kennedy, B. L. and Lopez, M. P. (2022) Effectively teaching a single course in multicultural education to pre-service teachers. Teaching and Learning Inquiry, 2022(10), (doi: 10.20343/teachlearninqu.10.19)

Kennedy, B. L. and Dana, N. (2022) Taking teacher inquiry into higher education: a dialogue in four parts. College Teaching, 70(1), pp. 111-118. (doi: 10.1080/87567555.2021.1907528)

2021

Kennedy, B. L. and Melfor, S. (2021) Experiences of (not) belonging among higher education students from nondominant ethnic backgrounds. Education and Society, 39(2), pp. 69-91. (doi: 10.7459/es/39.2.05)

Kennedy, B. L. (2021) Explicit exclusion or effective exclusion? Defining a conceptual lens for inquiry into student marginalization across national boundaries. Teachers College Record, 2021, 23803.

Wansink, B., Akkerman, S. and Kennedy, B. L. (2021) How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching: a case study of teaching about the holocaust in the Netherlands. Intercultural Education, 32(4), pp. 430-445. (doi: 10.1080/14675986.2021.1889986)

Kennedy, B. L. and Moore, H. (2021) Grounded duoethnography: a dialogic method for the exploration of intuition through divergence and convergence. Forum: Qualitative Social Research = Forum Qualitative Sozialforschung, 22(2), 17. (doi: 10.17169/fqs-22.2.3668)

This list was generated on Tue May 28 00:05:23 2024 BST.
Jump to: Articles | Books
Number of items: 9.

Articles

Kennedy, B. L. and Junker, R. (2023) The evolution of “loaded moments” toward escalation or de-escalation in student–teacher interactions. Review of Educational Research, (doi: 10.3102/00346543231202509) (Early Online Publication)

Kennedy, B. L., Habraken, M. and Melfor, S. (2023) Assaults on belonging: how Dutch youth without ‘blue eyes, cheese, and clogs’ experience everyday racism in educational contexts. Race, Ethnicity and Education, 26(5), pp. 642-662. (doi: 10.1080/13613324.2023.2183514)

Kennedy, B. L. and Lopez, M. P. (2022) Effectively teaching a single course in multicultural education to pre-service teachers. Teaching and Learning Inquiry, 2022(10), (doi: 10.20343/teachlearninqu.10.19)

Kennedy, B. L. and Dana, N. (2022) Taking teacher inquiry into higher education: a dialogue in four parts. College Teaching, 70(1), pp. 111-118. (doi: 10.1080/87567555.2021.1907528)

Kennedy, B. L. and Melfor, S. (2021) Experiences of (not) belonging among higher education students from nondominant ethnic backgrounds. Education and Society, 39(2), pp. 69-91. (doi: 10.7459/es/39.2.05)

Kennedy, B. L. (2021) Explicit exclusion or effective exclusion? Defining a conceptual lens for inquiry into student marginalization across national boundaries. Teachers College Record, 2021, 23803.

Wansink, B., Akkerman, S. and Kennedy, B. L. (2021) How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching: a case study of teaching about the holocaust in the Netherlands. Intercultural Education, 32(4), pp. 430-445. (doi: 10.1080/14675986.2021.1889986)

Kennedy, B. L. and Moore, H. (2021) Grounded duoethnography: a dialogic method for the exploration of intuition through divergence and convergence. Forum: Qualitative Social Research = Forum Qualitative Sozialforschung, 22(2), 17. (doi: 10.17169/fqs-22.2.3668)

Books

Kennedy, B. L. and Murphy, A. S. (2024) Frame Shifting for Teachers: Developing a Conscious Approach to Solving Persistent Teaching Dilemmas. Routledge. ISBN 9781032294896

This list was generated on Tue May 28 00:05:23 2024 BST.

Professional activities & recognition

Editorial boards

  • 2023: Frontiers in Education: Associate Editor
  • 2021: Urban Education

Professional & learned societies

  • 2020: , International Congress for School Effectiveness and Improvement
  • 2018: , World Educational Research Association
  • 2005: , American Educational Research Association
  • 1998: , Association for Middle Level Education