(Check out my Poetry and Fiction here )
(In progress) Martin, K.M. African diasporic religious literacies: Languaging Vodou in the children’s literature of Arna Bontemps, Langston Hughes, and Edwidge Danticat.
(In progress) Martin, K.M. Countering anti-Blackness and Afrophobia with African diasporic religious literacies.
(In progress) Martin, K.M. Elite literacies: Critical race socialization of Black students in NYC independent schools.
(In progress) Martin, K.M. Highlighting counterstories and hyperlocal literacies: A relational narrative case study design.
(Under review) Martin, K.M. Speaking the pain, dressing the wounds: Developing racial and raciolinguistic
literacies in the composition classroom. Journal of Multimodal Rhetorics.
(Forthcoming) Schieble, M., Vetter, A., & Martin, K.M. (2022). Using reconstructive discourse analysis with
teacher inquiry groups to examine languaging practices during critical conversations. English
Teaching: Practice and Critique.
(In press) Martin, K.M. “I don’t know if the plane has really landed”: Flanbwayan members on the
challenges, omissions, and potential of culturally responsive and sustaining education in NYC
public schools. Voices in Urban Education.
Schieble, M., Vetter, A., & Martin, K.M. (2021). Critical listening for critical conversations.
English Journal. Available here.
Vetter, A., Schieble, M., & Martin, K.M. (2021). Examining silences in an English teacher
inquiry group focused on critical conversations: A facilitator’s reflexive analysis. Linguistics and
Education. doi:10.1016/j.linged.2021.100951. Available here.
Vetter, A., Schieble, M., & Martin, K.M. (2020). Critical talk moves in critical conversations:
Examining power and privilege in an English language arts classroom. English in
Education. doi:10.1080/04250494.2020.1848351. Available here.
Martin, K.M., Aponte, G., & García, O. (2019). Countering raciolinguistic ideologies: The role of translanguaging in educating bilingual children. Cahiers internationaux de sociolinguistique, 16(2), 19-41. doi:10.3917/cisl.1902.0019. Available here.
City University of New York-New York State Initiative on Emergent Bilinguals (CUNY-
NYSIEB). (2020). Supporting, teaching and translanguaging with emergent bilingual students:
Lessons from the CUNY-NYSIEB project. New York, NY: Routledge. Available here.
Schieble, M., Vetter, A., and Martin, K.M. (2020). Classroom talk for social change: Critical conversations in English language arts. New York, NY: Teachers College Press. Available here.
Winner of the 2021 Divergent Book Award for Excellence in 21st Century Literacies Research, by the Initiative for 21st Century Literacies Research
Hankerson, S., Martin, K.M., Charity Hudley, A.H., & Mallinson, C. (Forthcoming). “Critical Metalinguistic Awareness and Writing Instruction for Black Language Users.” In Renata Love Jones, & C. Patrick Proctor (Eds.), Pursuing Language and Metalinguistic Awareness in K-12 Classrooms: A Framework for Critical Engagement. New York, NY: Routledge.
Vogel, S., Seltzer, K., Carpenter, K., Ebe, A., Celic, C., & Martin, K.M. (2020). “Developing Translanguaging Pedagogical Material.” In Supporting, teaching and translanguaging with emergent bilingual students: Lessons from the CUNY-NYSIEB project. New York, NY: Routledge.
Vetter, A., Schieble, M., Martin, K.M., & Rodriguez, T. (2020). Framework for critical conversations as social justice pedagogy in ELA classrooms. In B. Asmus, & C. Gonzalez (Eds.), Engaging the critical in English education: Approaches from the commission on social justice in teacher education. New York, NY: Peter Lang.
Martin, K.M., Stovall, J., Muwwakkil, J., Calhoun, K., Mendoza, D., & Charity Hudley, A.H. (Forthcoming).
Talking College Study Guide.
Martin, K.M. (2022, January). How Dr. Martin Luther King, Jr. used Black preaching traditions
to deliver powerful speeches. Duo Lingo. Available here.
Vetter, A., Schieble, M., & Martin, K.M. (2021, August 4). Critical Conversations in Secondary Classrooms. National Council of Teachers of English Blog. Available here.
Martin, K.M. (2018, January). Ph.D. Program in Urban Education: Professional Learning and
Mentoring Resources for Students and Faculty. https://phdurbaned.commons.gc.cuny.edu/
Martin, K.M. (2018, May 23). Legbatics: A Theory of African-Descended Hermeneutics. Available here.
Martin, K.M. (2017, November 22). Commentary on Tatyana Kleyn’s “Transborder Children and Youth (Back) in Mexico.” Available here.
Martin, K.M. (2017, October 27). Apples, Peaches, and Mangoes: Showing Care & Being Aware for DACA. Available here.
Martin, K.M. (2017, September 30). Apples, Peaches, and Mangoes: Unpacking Language and Identity in Composition I. Available here.
Martin-Thelusca, K. (2016, January 31). Savannah creole. Cornbread and Cremasse: Where Haitian and American Cultures Meet. Available here.
Martin-Thelusca, K. (2015, November 13). From Cabaret to Malpasse: My Haitian literacy trip. Dimonet Connect Publishing. Available here.
Download a full version of my CV here.