Curriculum Vitae (PDF)

Photo of Sherick Hughes

Hughes, Sherick


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212F Peabody Hall
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“If you've come to help me, you're wasting your time, but if you've come because your liberation is bound up with mine, then let us work together.”

– Lilla Watson with Australian Aboriginal Group members


The research of Sherick Hughes generally is focused upon four topics: critical race studies and black education; social context of schooling in urban and rural education; interdisciplinary foundations of education; and qualitative/mixed research methodology. He has published articles and reviews in peer-reviewed journals including Educational Researcher, Educational Studies, Urban Education, Education and Urban Society, International Journal of Inclusive Education, and Teachers College Record.

Hughes has also been sole author of seven book chapters and has co-authored four others. He has authored and co-authored three books including the 2007 AESA Critics’ Choice Award-Winning title Black Hands in the Biscuits Not in the Classrooms: Unveiling Hope in a Struggle for Brown’s Promise, published with Peter Lang Publishers; What We Still Don’t Know about Teaching Race: How to Talk About it in the Classroom, published with The Edwin Mellen Press. In addition, he was the lead author and editor of The Evolving Significance of Race: Living, Learning, and Teaching. Co-edited with scholar-activist Theodorea Berry and published with Peter Lang Publishers, this new book was also nominated for the 2012 AESA Critics’ Choice Book Award.

His work has been recognized by Phi Delta Kappa and the Harvard Family Involvement Network of Educators. He has been honored with a 2010-2011 CTE-Lilly Fellowship from the Center for Teaching Excellence and the Office of Undergraduate Studies and in 2012 was honored with a Border Crossers Award, from Border Crossers, a community organization in New York City that works to bring together diverse students to explore issues of inequality, discrimination and social justice.

Hughes previously taught at the University of Maryland-College Park and at the University of Toledo.

Educational Background

  • Ph.D. 2003 – University of North Carolina at Chapel Hill
  • M.P.A. 2001 – University of North Carolina at Chapel Hill
  • M.A. 1999 – Wake Forest University
  • B.A. 1997 – University of North Carolina at Wilmington

Doctoral Program Affiliation(s)

Ph.D. in Education - Cultural Studies and Literacies

Research and Teaching Interests

  • Critical Race Studies and Black Education
  • Qualitative/Mixed Research Methodology
  • Social Context of Schooling and Urban/Rural Education
  • Interdisciplinary Foundations of Education


  • EDUC 508: Equity, Leadership, & You
  • EDUC 790: Urban Education: US and Africa
  • EDUC 830: Field Techniques
  • EDUC 871: Seminar in Education: Urban Education
  • EDUC 906: Education of African Americans
  • EDUC 970: Advanced Applied Theory and Research: Dissertation Proposal Preparation
  • EDUC 977: Autoethnography in/as Educational Research

Honors & Awards

  • 2016 Distinguished Scholar Award, American Educational Research Association
  • 2014 American Educational Studies Association’s Critics’ Choice award, The Evolving Significance of Race: Living, Learning and Teaching
  • 2013 Early Career Award, American Educational Research Association (Division-G)
  • 2012 Border Crossers Award, Border Crossers-New York City. Soho, NY
  • 2009 Distinguished Alumnus Award, University of North Carolina at Wilmington
  • 2007 American Educational Studies Association’s Critics’ Choice award, Black Hands in the Biscuits Not in the Classrooms: Unveiling hope in a struggle for brown’s promise
  • 2007 “BEST TEACHING PRACTICE” Online Article Selection, Stellenbosch University, Center for Teaching and Learning-SOL Forum, Stellenbosch University of South Africa
  • 2004 Outstanding Dissertation Research Award, Phi Delta Kappa, Durham, NC
  • 2004 On-Campus Residence Life Policies Program Award, “’Race’ Relations in Carter Hall” (Facilitated by students Megan Story, Terry Brown, and advisor, Dr. Sherick Hughes)
  • 2003 Outstanding Alumnus Award from the Department of Communication Studies of the University of North Carolina at Wilmington

Selected Professional Affiliations

  • Center for Developmental Science (CDS)
  • UNC Institute for African American Research (IAAR)
  • UNC Curriculum in Global Studies (Global Studies)

Selected Publications

Books and Chapters

Hughes, S. A. (2006). Black hands in the biscuits not in the classrooms: Unveiling hope in a struggle for Brown’s promise.  In Joe Kincheloe &Shirley Steinberg (Counterpoints Series Ed.), New York, NY: Peter Lang Publishing.
(American Educational Studies Association (AESA) critics’ choice book award, 2007)

Hughes, S. A. & Berry, T. (2012). The evolving significance of race: Living, learning, and teaching. New York, NY: Peter Lang. (AESA critics’ choice book award nominee, 2012)

Hughes, S.A. (2010). A symbolic rebirth of the bootstrap guild? Applying Kenneth Burke to the cultural politics of the “negro problem” underlying Black-White test score ideology. In Zeus Leonardo (Ed.), Handbook of cultural politics and education (pp. 423-449). Rotterdam, Netherlands:Sense.

Hughes, S. A. & Willink, K. (2013). Engaging Co-Reflexive Critical Dialogues when Entering and Leaving the “Field:” Toward informing collaborative research methods at the color line and beyond. In Kristen Luschen & Judith Flores Carmona (Eds.) Critical (Hi)Stories: Crafting Pedagogies of Collaboration, Inclusion, Re(presentation) and Voice. New York, NY: Peter Lang Publishers.

Journal Articles

Hughes, S. A. (2005). Some canaries left behind?: Evaluating a state-endorsed lesson plan database and its social construction of who and what counts. International Journal of Inclusive Education, April-June, 9(2), 105-138.

Hughes, S. A. (2008). Toward “good enough methods” for autoethnography: Trying to resist the matrix with another promising red pill. Educational Studies, March, 43(2), 125-143.

Hughes, S. A. & Snauwaert, D. (2010). Brown policy and the moral pillars of democracy: Exploring justice as the organizing principle of educational studies. Educational Studies, 46(6), 1-14.

Hughes, S. A. & North, C.E. (2012). Beyond popular cultural and structural arguments: Imagining a compass to guide burgeoning scholars of urban achievement gap research. Education and Urban Society. 44(3), 274-93.

Hughes, S. A., Pennington, J. L., & Makris, S. (2012). Translating autoethnography across the AERA standards: Toward understanding autoethnographic scholarship as empirical research. Educational Researcher. August/September. 41(6).

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