Black Motherscholarship Within and Beyond the Academy: Reconceptualizing Radical Futurity
暫譯: 黑色母親學者的獎學金：重新概念化激進的未來性

Crystasany R. Turner, Ph.D. (she/her/ella), is Assistant Professor of Teacher Education at the University of Wisconsin-Milwaukee. Rooted in Black feminist epistemologies, her research and scholarship highlight the perspectives of Black women educators and their cultural knowledge as manifested in their care and education of Children of Color. Her teaching and research focus includes Black feminist epistemologies, early childhood education for social justice, and spirit-centered pedagogies. Her work interrogates imbalanced social power, institutional inequities, and systemic oppression affecting diverse children and families. Dr. Turner's scholarship has been published in "Race Ethnicity and Education," the "Journal of African American Women and Girls in Education," the "Journal of Teacher Education," and the "Bloomsbury Encyclopedia of Social Justice in Education" amongst others.

Meghan L. Green, Ed.D. (she/her), is Assistant Professor of Raciolinguistic Justice in Early Childhood Teacher Education at the Erikson Institute. As an arts-based qualitative researcher, she uses multiple modes of creative representation to reflect on her positionality and to craft her story as a cis Black queer woman engaging in critically informed research methodologies within this time and space. Her scholarship centers Black feminist thought and endarkened feminist epistemology within early childhood settings, specifically highlighting the diverse lived experiences of Black early childhood educators through arts-based qualitative inquiry methods including, autoethnography, endarkened narrative inquiry, photovoice, and poetic inquiry. Her scholarly works have been published in journals such as the "International Journal of Qualitative Methods," the "Journal of African American Women and Girls in Education," "Early Childhood Education Journal," "Ethnic Studies Pedagogies," and "Equity and Excellence in Education."

克里斯塔桑妮·R·特納（Crystasany R. Turner, Ph.D.）（她/她/她），是威斯康辛大學密爾瓦基分校（University of Wisconsin-Milwaukee）教師教育的助理教授。她的研究和學術工作根植於黑人女性主義的認識論，強調黑人女性教育工作者的觀點及其在照顧有色人種兒童的教育中所體現的文化知識。她的教學和研究重點包括黑人女性主義認識論、社會正義的早期兒童教育以及以靈性為中心的教學法。她的工作質疑不平衡的社會權力、制度性不平等和影響多元兒童及家庭的系統性壓迫。特納博士的學術成果已發表於《種族、族裔與教育》（Race Ethnicity and Education）、《非裔美國女性與女孩教育期刊》（Journal of African American Women and Girls in Education）、《教師教育期刊》（Journal of Teacher Education）以及《布盧姆斯伯里社會正義教育百科全書》（Bloomsbury Encyclopedia of Social Justice in Education）等期刊。

梅根·L·格林（Meghan L. Green, Ed.D.）（她/她），是埃里克森研究所（Erikson Institute）早期兒童教師教育中的種族語言正義助理教授。作為一名基於藝術的定性研究者，她使用多種創意表達方式來反思自己的立場，並講述作為一名參與批判性研究方法的黑人酷兒女性的故事。她的學術工作以黑人女性主義思想和黑暗女性主義認識論為中心，特別是在早期兒童環境中，通過基於藝術的定性探究方法，突顯黑人早期兒童教育工作者的多樣生活經驗，包括自我民族誌、黑暗敘事探究、照片聲音（photovoice）和詩意探究。她的學術作品已發表於《國際定性方法期刊》（International Journal of Qualitative Methods）、《非裔美國女性與女孩教育期刊》（Journal of African American Women and Girls in Education）、《早期兒童教育期刊》（Early Childhood Education Journal）、《族裔研究教學法》（Ethnic Studies Pedagogies）以及《教育中的公平與卓越》（Equity and Excellence in Education）等期刊。