Jeff Duncan-Andrade

Associate Professor
Image of Jeff Duncan-Andrade
Phone: 
415-338-3287
Office Information: 
Building: 
Ethnic Studies & Psychology
Room Number: 
111D
Biography: 

Educational Background

  • Ph.D., M.A., and B.A.,  University of California, Berkeley

Jeff Duncan-Andrade, is an Associate Professor with a joint appointment in the Departments of  Equity, Leadership Studies and Instructional Technologies in the Graduate College of Education and the Department of Raza Studies in the College of Ethnic Studies at San Francisco State University. He is also Director of the Educational Equity Initiative at the Institute for Sustainable Economic, Educational, and Environmental Design (ISEEED). 

In addition to these duties, he continues as a high school teacher in East Oakland where for the past 21 years he has practiced and studied the use of critical pedagogy in urban schools (see www.rosesinconcrete.org). He currently teaches English Literature at Fremont High School in East Oakland where he directs the East Oakland Step to College Program. Before joining the faculty at SFSU, Duncan-Andrade taught English and coached in the Oakland public schools for 10 years, and completed his doctoral studies at the University of California, Berkeley. Duncan-Andrade has lectured around the world about the elements of effective teaching in schools serving poor and working class children. He works closely with teachers, school site leaders, and school district officials nationally, and as far abroad as Brazil and New Zealand, to help them develop classroom practices and school cultures that foster self-confidence, esteem, and academic success among all students. His research interests and publications span the areas of urban schooling and curriculum change, urban teacher development and retention, critical pedagogy, and cultural and ethnic studies. 

He has authored numerous journal articles and book chapters on the conditions of urban education, urban teacher support and development, and effective pedagogy in urban settings that have been published in leading journals such as Harvard Educational Review and Qualitative Studies in Education.  He recently completed two books, The Art of Critical Pedagogy: Possibilities for Moving from Theory to Practice in Urban Schools and What a Coach Can Teach a Teacher, with Peter Lang Publishing.  These books focus on effective pedagogical strategies for urban schools. He is currently completing his third book on the core competencies of highly effective urban educators with Routledge Press

Publications

  • Duncan-Andrade, J. (2013). “Deconstructing the Doublethink Aimed at Dismantling Ethnic Studies in Tucson” in Romero, A. and Cammarota, J. (Ed.), Raza Studies: The Public Option of Educational Revolution.  University of Arizona Press.
  • Duncan-Andrade, J. (2012). “A Glass Half-Full” in Bank Street Occasional Papers.
  • http://bankstreet.edu/occasional-paper-series/27/part-iii/glass-half-full/.
  • Duncan-Andrade, J. (2011). “The Principal Facts: New Directions for Teacher Education” in Arnetha Ball & Cynthia Tyson (Eds), Studying Diversity in Teacher Education. Washington, DC: American Educational Research Association.
  • Duncan-Andrade, J. (2010).  “Note to Educators: Hope Required When Growing Roses in Concrete” in Gretchen Brion-Meisels, Kristy Cooper, Sherry Deckman, Christina Dobbs, Chantal Francois, Thomas Nikundiwe, & Carla Shalaby (Eds), Humanizing Education: Critical Alternatives to Reform, pp. 231-243. Cambridge, MA: Harvard Education Publishing Group.
  • Duncan-Andrade, J.  (2007). “Gangstas, Wankstas, and Ridas:  Defining, Developing, and Supporting Effective Teachers in Urban Schools”.  International Journal of Qualitative Studies in Education, vol. 20 no. 6, November-December, pp. 617-638.
  • Duncan-Andrade, J. (2007). “Urban Youth and the Counter-Narration of Inequality”. Transforming Anthropology, 15:1, pp. 26-37.
  • Morrell, E. and Duncan-Andrade, J. (2006).  “Popular Culture and Critical Media Pedagogy in Secondary Literacy Classrooms”.  International Journal of Learning, vol. 12, 2005/2006. 
  • Duncan-Andrade, J. (2005). “Developing Social Justice Educators”.  Educational Leadership, March 2005, vol 62: 6, pp. 70-73.
  • Duncan-Andrade, J. (2005).  “An Examination of the Sociopolitical History of Chicanos and its Relationship to School Performance”.  Urban Education, 40:6, pp. 576-605.  
  • Duncan-Andrade, J. and Morrell, E. (2005). “Turn Up That Radio, Teacher: Popular Cultural Pedagogy in New Century”. Journal of School Leadership, March 2005, vol 15: pp.  284-304.
  • Duncan-Andrade, J. (2004). “Your Best Friend or Your Worst Enemy: Youth Popular Culture, Pedagogy and Curriculum at the Dawn of the 21st Century”.  Review of Education, Pedagogy and Cultural Studies, 26:4, pp.  313-337.
  • Duncan-Andrade, J. (2004).  “Toward Teacher Development for the Urban in Urban Teaching.”  Teaching Education Journal, 15:4, pp. 339-350.
  • Morrell, E. and Duncan-Andrade, J.  (2002).  “Toward a Critical Classroom Discourse:  Promoting Academic Literacy Through Engaging Hip-Hop Culture with Urban Youth”.  English Journal, 91:6, p. 88-92. Youngstown, OH: Youngstown State University Press.