FACULTY & RESEARCH SCIENTISTS

Garrett Albert Duncan
Associate Professor of Education

Garrett Albert Duncan is Associate Professor of Education in Arts & Sciences, with appointments in African & African-American Studies, American Culture Studies, and Urban Studies, and is Director of Doctoral Studies in Education. He is also a member of the Center for New Institutional Social Sciences at Washington University in St. Louis. His research focuses broadly on race, culture, education, and society. Along these lines, he has published extensively on black youth, identity, language, and ethics in peer-reviewed journals, edited books, encyclopedias, and other reference books.

Professor Duncan’s current project, “Schooling as a Moral Enterprise,” is an ethnographic study that examines the moral and political contexts of the education of black students in urban and suburban schools in post-civil rights era North America. This project is largely concerned with questions of race, citizenship and democracy in the contexts of post-industrialism and globalization and how these forces fuel the school-to-prison pipeline.

In addition to teaching classes that align with his research, writing, and methodological interests, Professor Duncan also teaches social and philosophical foundations of education courses. His work experience includes eight years teaching science in public secondary schools in Pomona, California, two years teaching ethics at the top-rated high school in Missouri, and a brief stint teaching GED courses to incarcerated male teenagers at the Fred C. Nelles School for Boys, California Youth Authority.

Professor Duncan serves on the Executive Board and as Treasurer of the Association for Moral Education (2004-2008) and as the 2008-2009 Vice President for Division G: Social Context of Education of the American Educational Research Association. He also serves as the 2008-2009 Acting Chair of the Department of Education in Arts & Sciences at Washington University in St. Louis.

Selected Publications

Duncan, G. (2007). From plantations to penitentiaries: Race making and new century schools. In Without fear...claiming safe communities without sacrificing ourselves: A reader (pp. 26-37). Los Angeles, CA: The Southern California Library for Social Studies Research.

Duncan, G. & Wolfe, G. (2007). The education of black children living in poverty: A systemic analysis. In B. A. Arrighi & D. J. Maume (Eds.), Children and poverty today (pp. 126-145). Westport, CT: Praeger Publishers.

O’Garro Joseph, G. & Duncan, G. (2007). Language, literacy, and love: The denial and restoration of coevalness in an urban elementary classroom. In C. Clark & M. Blackburn (Eds.), Literacy research for political action and social change (pp. 200-219). New York: Peter Lang.

Duncan, G. (2006). Discourse, cultural imperialism, and black culture and language research in the United States. In Shi-xu (Ed.), Discourses as cultural struggle (pp. 155-168). Hong Kong: Hong Kong University Press.

Duncan, G. (2005). Schooling as a moral enterprise: Rethinking educational justice 50 years after Brown. In D. Byrne (Ed.), Brown v. Board of Education: Its impact on public education 1954-2004 (pp. 195-212). New York: Thurgood Marshall Scholarship Fund.

Duncan, G. (2005). Critical race ethnography in education: Narrative, inequality, and the problem of epistemology . Race Ethnicity and Education, 8 (1), 95-116.

Duncan, G. (2005). Black youth, identity, and ethics. Educational Theory, 55 (1), 3-22.

Duncan, G. & Jackson, R. (2004). The language we cry in: Black language practice at a post-desegregated urban high school. GSE Perspectives on Urban Education, 3 (1). Click here for the article.

Duncan, G. (2002). Beyond love: A critical race ethnography of the schooling of adolescent black males. Equity and Excellence in Education, 35 (2), 131-143.

Duncan, G. (2000). Urban pedagogies and the celling of adolescents of color. Social Justice, 27 (3), 29-42.

Duncan, G. (2000). Race and human rights violations in the United States : Considerations for human rights and moral educators. Journal of Moral Education, 29 (2), 183-201