Nadjwa Norton

Associate Professor, Literacy Program

Main Affiliation

School of Education

Additional Departments/Affiliated Programs


North Academic Center





Plants in pattern

Nadjwa Norton


Nadjwa is a Native New Yorker who has taught in and out of public schools, private schools, and alternative schools from preschool through high school. She has also worked in a variety of social service agencies and after school programs. She participates with a variety of organizations in developing curriculum and designing and implementing professional development opportunities.


Ed.D  Early Childhood Education Curriculum Development   Teachers College, Columbia University
BA     Sociology                                                                  Yale University

Research Interests


Culturally Responsive Pedagogies

Critical Literacies

Hip-hop Literacies

Qualitiative Methodologies

Children/Youth Co-researcher Methodologies


Norton, N. (2017). If the support isn't strong enough, we will all hurt ourselves: Culturally responsive scaffolding for educators and leaders.

Norton, N. (2008). Aligning hip-hop, curriculum, standards, and potential. Journal of Literacy and Technology, 9(1), 62-100.

Norton, N. (2009). Negotiating Speech-Related Disabilities and Interpersonal School Structures With Agencies and Intersecting Identities. Disabilities Studies Quarterly.

Norton, N. (2008). Singing in the spirit: Spiritual practices inside public school classrooms. Education and Urban Society, 40(3), 342-360.

Norton, N. (2006). Talking spirituality with family members: Black and Latina/o Children Co-researcher Methodologies, Urban Review, 38(4), 313-334.

Norton, N. (2005). Permitanme hablar: Allow me to speak. Language Arts, 83(2), 118-127.

Norton, N., & Bentley C. (2006). Making the connection: Extending culturally responsive teaching through home(land) pedagogies. The Feminist Teacher, 17(1), 52-10.

Knight, M., Norton, N, Bentley, C., & Dixon, I. (2004). The power of Black and Latina/o counterstories: Urban families and college-going processes. Anthropology & Education Quarterly, 35(1), 99-120.

Additional Information

Associate Professor