Assistant Teaching Professor
Cherese Childers-McKee is a full-time faculty member in the Graduate School of Education and serves as the faculty lead for the Curriculum, Teaching, Learning, and Leadership (CTLL) concentration and the DiP Research Courses.
Dr. Childers-McKee completed her Ph.D. in Educational Studies with a concentration in Cultural Studies at The University of North Carolina at Greensboro. Her research interests include Language and Identity, Community Engaged Research, Urban Schools, Critical Literacy, Teacher Leadership, Social Justice Education, and Intercultural Relations. She also holds a graduate certificate in women’s and gender studies.
Dr. Childers-McKee’s teaching experiences range from K-12 to higher education. She has taught middle school and high school; undergraduate pre-service teachers; undergraduate honors students; and graduate educational leadership and higher education students. Dr. Childers-McKee’s publications have appeared in venues such as The Urban Review, The Journal of the Scholarship of Teaching and Learning, and The Blackwell Encyclopedia of Race, Ethnicity, and Nationalism. She is co-editor of the book, Postcards from the Schoolhouse: Practitioner Scholars Examine Contemporary Issues in Instructional Leadership. She also serves as an Associate Editor for the Action Research Journal (ARJ).
EducationPhD from University of North Carolina (2016)
College/University Teaching: UNC Greensboro, (Greensboro, NC); UNC Charlotte, (Charlotte, NC)
K-12 Teaching: Teacher, Durham Public Schools, (Durham NC); Teacher and District Teacher Leader, Rowan-Salisbury Schools, (Salisbury, NC)
- Critical Race Feminism and the Complex Challenges of Educational Reform
- Exploration of undergraduate preservice teachers' experiences learning advocacy: A mixed-methods study
- Feminism, Multiracial
- Forging Bonds and Crossing Borders with Youth PAR
- A charge to educational action researchers. Themed Issue on Education. (Eds.). Action Research Journal
- Spaces in between: A meta-ethnography of racialized Southeast Asian American Youth Identities