212B Peabody Hall
“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.
- 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: Cultural Competence, Leadership, & You
- Thesis and Dissertation Proposal Defense Prep Course (Advanced Research Methodology)
Honors & Awards
- 2003 Phi Delta Kappa Dissertation Award
- 2003 UNC-Wilmington Department of Communication Studies Outstanding Alumnus Award
- 2007 American Educational Studies Association: Critics' Choice Book Award
- 2009 UNC-Wilmington Alumni Association Distinguished Alumnus Award
- 2011 & 2012 American Educational Research Association Early Career Award Nominee (Division G & Committee on Scholars of Color)
- 2012 Border Crossers New York City Award
- 2012 Maryland Institute for Minority Achievement and Urban Education Honoree
- 2012 American Educational Studies Association Critics' Choice Award Nominee
Selected Professional Affiliations
- American Educational Research Association
- American Educational Studies Association
- Phi Delta Kappa
- SOS (Save Our Schools)
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.
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).