Notes on the Authors
Cleveland Hayes

Ph.D., is a Professor of Education Foundations at Indiana University Indianapolis. At Indiana University – Indianapolis, Dr. Hayes teaches science in the elementary school, education foundations and qualitative studies in education. He is also affiliated with Africana studies and teaches various courses. In addition, Dr. Hayes is an affiliated faculty member in the Center for Education Equity and Intercultural Research at the University of La Verne. Dr. Hayes’s research interest includes the use of Critical Race Theory in Education, Historical and Contemporary Issues in Black Education to include the school to prison pipeline, Teaching and Learning in the Latino Community, Whiteness and the Intersections of Sexuality and Race. Dr. Hayes is an active member of the American Education Research Association (AERA) at the Division Level, SIG level and committee level. He currently, as a program Co-Chair for Division K and is a member of the Special Interest Group Executive Committee. He is also the vice president of the Critical Race Studies in Education. Dr. Hayes’s research can be found in Democracy and Education, Qualitative Studies in Education, and Gender and Education, Urban Review, and Power of Education. In addition, he is the co-editor of the books titled: Unhooking from Whiteness: The Key to Dismantling Racism in the United States and Unhooking from Whiteness: Resisting the Esprit de Corps.

Kenneth J. Fasching-Varner

Ph.D., is the Shirley B. Barton Endowed Associate Professor at Louisiana State University. Varner’s areas of scholarly expertise and interest center on the intersections of identity in globalized contexts. Varner examines the nature of White Racial Identity (WRI), Critical Race Theory (CRT), and Culturally Relevant Pedagogy as well as international education, neo-liberalism, and educational foundations within global contexts. He has published articles in the journals Teacher’s College Record, Educational Foundations, Democracy in Education, and Social Identities: Journal for the Studies of Race, Nation, and Culture among others and has edited and authored over 10 books related to these areas of expertise. Varner studied Language, Literacy, and Culture with a focus on Critical Race Theory and Culturally Relevant Pedagogy at The Ohio State University in Columbus Ohio and is a faculty member of the Curriculum Theory Project as well as the African and African-American and Women and Gender Studies programs at LSU.

Hillary Eisworth

Ph.D., is a faculty member in the PK-3 Early Childhood Teacher Education Program at Louisiana State University. She teaches courses on the development of young children and pedagogy in early childhood. Dr. Eisworth earned her PhD in Curriculum and Instruction, with a specialization in early childhood education, from The University of Texas at Austin. Before joining the School of Education faculty in 2007, Dr. Eisworth taught pre-kindergarten, first, and second grade in Las Vegas, Nevada, and in Portland, Oregon. Her areas of interest include multicultural education, teacher education, and teacher inquiry. Currently, she is the faculty advisor for Score a Friend, a campus organization whose mission is to promote and provide opportunities for Unified Friendships through school and community-based sports and clubs.

Kimberly White-Smith

Ed.D., is Professor of Education and Dean at the University of La Verne’s LaFetra College of Education (LFCE), which houses more than $10 million in grants and donor monies to create innovative programing and scholarships for students. She is the intellectual force behind a number of scholarly endeavors that foster academic justice for traditionally underserved students through enhanced educational environments, policies, and teaching strategies. She has authored articles and book chapters on diversity, inclusivity, and leadership, such as, The Struggle for Identity in a Teacher Community, in Etta R. Hollins’ latest book, Learning to Teach in Urban Schools and “That’s Why I Say Stay in School”: Black Mothers’ Parental Involvement, Cultural Wealth and Exclusion in Their Son’s Schooling and “Just as Bad as Prisons”: The Challenge of Dismantling the School-to-Prison Pipeline through Teacher and Ccommunity Education, co-authored with Quaylan Allen in Urban Education and Equity and Excellence in Education. She is part of the national conversation on Teacher Education through her leadership positions such as Program Chair of Division K, Teaching and Teacher Education (2013–2016) and member of Program Committee, American Association of Colleges of Teacher Education.

Through the Fire – From Intake to Credential

Teacher Candidates Share Their Experiences through Narrative