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Photo of Muhammad, Gholnecsar (Gholdy) E.

Gholnecsar (Gholdy) E. Muhammad, PhD

Associate Professor

Curriculum & Instruction

Contact

Building & Room:

1432 ETMSW

Office Phone:

312-996-0886

About

Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Literacy, Language, and Culture . She studies Black historical excellence within educational communities with goals of reframing curriculum and instruction today. Dr. Muhammad’s scholarship has appeared in leading academic journals and books, including Research in the Teaching of English, Urban Education, Journal of Adolescent and Adult Literacy, Language Arts, and Written Communication. Some of her recognitions include the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award, the 2016 NCTE Janet Emig Award, the 2017 GSU Urban Education Research Award, the 2018 UIC College of Education Researcher of the Year, the 2020 American Educational Research Association (AERA), Division K Early Career Award and the 2021 NCTE Outstanding Elementary Educator in the English Language Arts. She has led a federal grant with the United States Department of Education to study culturally and historically responsive literacy in STEM classrooms.

Dr. Muhammad brings expertise, having served as a middle school teacher, literacy specialist, school district administrator, and school board president. She is the author of the best-selling book Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy. She also co-authored the book, Black girls’ literacies: An Edited Volume, published by Routledge. She works with teachers, leaders, parents, and youth across the United States and South Africa in best practices in culturally and historically responsive and equitable instruction. Her Historically Responsive Literacy/Culturally & Historically Responsive Education Model has been adopted across U.S. school districts. In 2022 she was named with the top 1% Edu-Scholar Public Influencers which recognizes the 200 university-based scholars who had the biggest influence on educational practice and policy.