Roland Mitchell

Photo of Roland Mitchell

Roland  Mitchell 

Associate Professor  - Education  - Educational Theory, Policy, and Practice

Phone: (225) 578-2156 | Fax: (225) 578-9135
E-mail: rwmitch@lsu.edu
Office: 121D Peabody Hall

Education

Bachelor's Degree(s): B.A. History, Fisk University, 1994.
Master's Degree: M.Ed. Higher Education, Vanderbilt University, 1996.
PhD: Ph.D. Educational Research, The University of Alabama, 2005.

Area of Interest

Roland Mitchell is an Associate Professor in the Department of Educational Theory Policy and Practice. He currently serves as the Program Leader for Higher Education Administration and Co-Director of the Curriculum Theory Project. He has a B.A. in History from Fisk University a M.Ed. in Higher Education from Vanderbilt University and a Ph.D. in Educational Research from The University of Alabama. He teaches courses that focus on the history of higher education and college teaching and his articles have appeared in leading education journals such as Urban Education, International Journal of Qualitative Studies in Education and The Review of Education Pedagogy and Cultural Studies. Roland is the Editor of the College Student Affairs Journal, Higher Education Section Editor of the Journal of Curriculum Theorizing, a member Leadership Team of the Bergamo Conference on Curriculum Theory and Classroom Practice and director of the Louisiana State University Writing Project’s Teaching African American Boy’s Summer Institute. His current research interests include theorizing the impact of historical and communal knowledge on pedagogy.

Selected Presentations

  • Mitchell, R. & Edwards, E. (2011). New Perspective on Diversity Concept. A paper
accepted for presentation at the Annual Meeting of the American Educational Research Association. (New Orleans, LA)
  • Clegorne, N., Edwards, K., Parker, B. Mitchell, R. & Howard, A. (2010). Ritual and
Consequence: Higher Education and the Bondage of the American Dream. A paper presented at the Annual Bergamo Conference on Curriculum Theory and Classroom Practice Association. (Dayton, OH)
  • Mitchell, R., Sonu, D. & Helenbein, R. (2010). Provoking Dialogue(s): Peter
Taubmen’s Teaching by the Numbers: Deconstructing the discourse of Standards and Accountability in Education.  The Annual Bergamo Conference on Curriculum Theory and Classroom Practice Association. (Dayton, OH)
  • Hart, D. & Mitchell, M. (2010). A Symbol of Segregation or  Cradle of Opportunity?
Historically Black Colleges and Universities and the Nostalgic Idea of the American Dream. A paper presented at the Annual Bergamo Conference on Curriculum Theory and Classroom Practice Association. (Dayton, OH)
  • Atkinson, B., & Mitchell, R. (2010). “We Real Cool:” A Horticultural Approach to
Developing Critical Communities of Educators.  A paper a paper presented at the Annual Meeting of the American Educational Studies Association. (Denver, CO)
  • Clegorne, N., & Mitchell, R. (2010).  The Curricular Cold Shoulder: The Story of
Rejection of Theoretical Discourse in Favor of Practical Factoids. A paper presented at the Annual Meeting of the American Educational Research Association. (Denver, CO)
  • Edwards, K., Mitchell, R., Milam, J., & Durant, E. (2009). Practicing what you preach
in the In-between: Holding the Academy Accountable as a means for establishing a critical community of scholars. A paper presented at the Annual Bergamo Conference on Curriculum Theory and Classroom Practice Association. (Dayton, OH)
  • Mitchell, R. (2009). Educational Experiences of African American Males. A
symposium accepted for presentation at the Annual Meeting of the American Educational Research Association. (San Diego, CA)

Selected Grants/Funded Projects

  • Co Primary Investigator: East Baton Rouge Parish School System Louisiana State University-College of Education Professional Development Writing Initiative Partnership, Louisiana State University, Baton Rouge, LA $70,000.00
  • Chandler Research Award, College of Education, Louisiana State University, Baton Rouge, LA $1500.00
  • Louisiana State University Graduate School Junior Faculty Travel Grant, Baton Rouge, LA $5000.00

Selected Publications

  • Witherspoon, N., Mitchell, R. (2009). Critical race theory as everyday theology in
 the practice of African American principals. International Journal of Qualitative Studies in Education, 22(6), 655 - 670. DOI: 10.1080/09518390903333871   
  • Mitchell, R. (2010). Cultural aesthetics and teacher improvisation: An epistemology
of  providing culturally responsive service by African professors Urban Education,  45(6), 604 -629. http://uex.sagepub.com/content/45/5/604
  • Atkinson, B., & Mitchell, R. (2010). "Why didn't they get it?" "Did they have to get
it?":What reader response theory has to offer narrative research and pedagogy. International Journal of Education & the Arts, 11(7). http://www.ijea.org/v11n7/.
  • Mitchell, R., Wood, G. & Witherspoon, N. (2010). Considering Race and Space:
Mapping Developmental Approaches for Providing Culturally Responsive Service. Equity Excellence in Education. 43(3), 294 – 309. http://dx.doi.org/10.1080/10665684.2010.496691
  • Mitchell, R. (2010). The African American church, education and self
determination. Journal of Negro Education, 79(3), 202 – 205.
  • Mitchell, R., Edwards, K. (2010). Power, privilege, and pedagogy: College classrooms
as sites to learn racial equity. Elon Dancy (Ed.) Managing Diversity: (Re)Visioning Equity on College Campuses. (pp.45-68). Charlotte: NC Information Age Press.
  • Mitchell, R. (2009). Catholic Church. Encyclopedia of African American Education.  133-136. Thousand Oaks, CA: Sage Publications
  • Mitchell, R. & Jenkins, R. (2009). The Talented Tenth. Encyclopedia of African American Education.  613-617. Thousand Oaks, CA: Sage Publications.

Selected Links

Bergamo Conference on Curriculum Theory and Classroom Practice
Twitter
The Curriculum Theory Project