ArCasia D. James-Gallaway, Ph.D., is a proud first-generation college graduate and Waco public schools (WISD) alumnae, whose family born and bred her in Waco, Texas. Dr. James-Gallaway is an interdisciplinary historian of education, whose work seeks to bridge past and present perspectives on African American struggles for educational justice. Currently, she is Assistant Professor in the Teaching, Learning, and Culture Department at Texas A&M University, where she is also an ACES Fellow and an ADVANCE Scholar. She earned her PhD in History of Education from the University of Illinois, Urbana-Champaign, her master's degree in Education, Culture, and Society from the University of Pennsylvania, and her bachelor's degree from the University of Texas, Austin, where she pursued a dual major in Sociology and History.
Dr. James-Gallaway's research agenda follows three overlapping strands of inquiry: the history of African American education, Black history education, and Black women's and girls' education experiences. These strands engage critical theories and methodologies such as critical race theory, Black feminist theory, and oral history methodology, and they coalesce around the ways white supremacy, antiBlackness, misogynoir, and other interlocking systems of oppression have shaped African American education.
Dr. James-Gallaway is the recipient of a Ford Foundation Dissertation Fellowship and an Illinois Distinguished Fellowship. Additionally, she was designated as a University Council of Educational Administration (UCEA) Barbara L. Jackson Scholar, a Dean's Centennial Scholar at the University of Pennsylvania's Graduate School of Education, and a member of the University of Michigan's National Center for Institutional Diversity, Diversity Scholars Network.
- James‐Gallaway, A. D., Bohonos, J., Turner, F., & Lewellen, C. (2021). Foundations of Adult and Continuing Education by Jovita M. Ross‐Gordon, Amy D. Rose, and Carol Kasworm. San Francisco: John Wiley & Sons, 2017. 432 pages. $65.00 hardcover). New Horizons in Adult Education and Human Resource Development. 33(1), 79-82.
- James‐Gallaway, A. D., & Turner, F. (2020). Mobilizing betrayal: Black feminist pedagogy and Black women graduate student educators. Gender Work and Organization. 28(S1), 24-38.
- James-Gallaway, A. D. (2019). All Money Ain’t Good Money: The Interest Convergence Principle, White Philanthropy, and Black Education of the Past and Present. Mid-Western Educational Researcher. 31(3), 348-374.
- Minnett, J. L., James-Gallaway, A. D., & Owens, D. R. (2019). Help A Sista Out: Black Women Doctoral Students’ Use of Peer Mentorship as an Act of Resistance. Mid-Western Educational Researcher. 31(2), 210-238.
- James-Gallaway, A. D. (2019). ALIVE AND WELL: Enduring Stereotypes in Southern School Desegregation. American Educational History Journal. 46(1/2), 37-54.
- James-Gallaway, A. D. (2019). Problems and Alternatives: A historiographical review of primary and secondary Black history curriculum, 1900-1950. King, L. J. (Eds.), Perspectives of Black Histories in Schools. (pp. 1-30). IAP.
- Dixson, A. D., James, A., & Frieson, B. L. (2018). Taking it to the Streets: Critical Race Theory, Participatory Research and Social Justice. DeCuir-Gunby, J. T., Chapman, T. K., & Schutz, P. A. (Eds.), Understanding Critical Race Research Methods and Methodologies: Lessons from the Field. (pp. 64-75). Routledge.
- James, A. (2018). “It was never that simple”: Complicating the Master-Narrative around School Desegregation (ArCasia James). Blankenship, W. (Eds.), Teaching the Struggle for Civil Rights, 1948–1976. (pp. 129-143). Peter Lang.