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

Spiriitualities

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.

Associate Professor