Natasha Thornton, Ph.D. has been a Faculty Member Since 2024 and is a Assistant Professor for Education.
Dr. Natasha Thornton received her Ph.D. in Teaching and Learning with a concentration in Language and Literacy Education from Georgia State University. She began her career as a kindergarten teacher, which inspired her interest in culturally responsive literacy development. She has also served as a 4th grade teacher, literacy coach and educational consultant. Additionally, Dr. Thornton has supported various non-profit organizations with developing culturally responsive courses, fellowships, and coaching programs for educators. Dr. Thornton’s research and practice focus on culturally responsive literacy instruction, curriculum that affirms the histories and identities of Black children, and the intersection of teachers' beliefs and practices. Her co-authored book, “Revolutionary love: Creating a Culturally Inclusive Literacy Classroom” highlights the beliefs, knowledge, and practices of teachers who love their students by affirming and building up on their cultural and linguistic resources and practices during literacy instruction. As a teacher educator, Dr. Thornton’s work in the classroom is guided by the rich legacy of scholarship and pedagogical traditions of Black educators, which are rooted in love, culturally responsiveness, collective responsibility, and critical consciousness.
Dr. Thornton’s educational philosophy is encapsulated in these guiding words by Dr. Asa G. Hilliard, III, “It is imperative for the curriculum we teach to support the development of purpose, calling, and belonging of Black children, and educators as well”.
Ph.D., Teaching and Learning: Language and Literacy, Georgia State University
M.S., Educational Administration, Albany State University
B.A., Early Childhood Development, East Tennessee State University
EDU 222 - Global Education
EDU 301 - Curriculum for Preschool & Primary Grades
EDU 357 - Reading: Teaching & Diagnosis
Culturally Responsive Literacy Instruction
Pedagogical Traditions of Black Teachers
Intersection of Theory and Practice
Teacher Development
Wynter-Hoyte, K, Braden, E.G., Myers, M., Rodriguez, S. & Thornton, N.A. (2022)
Revolutionary love: Creating a culturally inclusive literacy classroom, Scholastic.
Wynter-Hoyte, K., Thornton, N.A., Smith, M., & Jones, K. (2021). A revolutionary love story
in teacher education and early childhood education. Theory Into Practice,
60(3), 265-268.
Dunlap, S. S., Carmouche, M., & Thornton, N.A. (2021). “Who You Be?”: Welcoming in
the Language of Critical Love. Language Magazine.
Thornton, N.A. (2018). “I Want to Protect My Children”: Considerations that Lead to
Culturally Relevant Collaborations. Perspectives and Provocations.
Wynter-Hoyte, K, Braden, E.G., Rodriguez, S. & Thornton, N.A. (2017). Disrupting the
Status Quo: Exploring Culturally Relevant & Sustaining Pedagogies for Young
Diverse Learners. Race Ethnicity and Education.
Thornton, N.A. (2017). Culturally Relevant Teaching: The Impact of Beliefs on Practices.
Culturally Relevant Teaching: Preparing Teachers to Include All Learners,
Palgrave.
Thornton, N.A. (2017). Culturally Relevant Literacy Instruction: Promoting Shifts in
Teachers’ Beliefs and Practices. In C. Martin & D. Polly (Eds.),