Tasha Austin is an assistant professor of teacher education, language education and multilingualism. She is the outgoing Teacher Education Special Interest Group Representative for New Jersey Teachers of English to Speakers of Other Languages-New Jersey Bilingual Educators (NJTESOL-NJBE) and co-created and hosted their "Critical Conversations" YouTube series. Her research uses critical race theory and Black feminist epistemologies through a raciolinguistic perspective to qualitatively examine language, identity and power, and the ways in which anti-Blackness emerges in language education and (language) teacher preparation. Through her purposeful enactment of critical consciousness and engaged pedagogies, her praxis seeks to effect meaningful change in the field of language education and within teacher education more broadly.
Education and Training:
PhD, Rutgers, School of Graduate Studies, Education (2022)
MA, Rutgers School of Graduate Studies, Education (2021)
EdM, Rutgers, Graduate School of Education, Language Education (2007)
BA, Douglass College, Spanish Language and Culture (2006)
Awards and Honors:
Stephen A. Freeman Award for Best Published Article; Northeast Conference on the Teaching of Foreign Languages; 2023-03-04;
Outstanding Dissertation Award; Critical Educators for Social Justice Special Interest Group, American Educational Research Association; 2023-02-15;
Outstanding Dissertation Award; Division K Teaching and Teacher Education , American Educational Research Association; 2023-02-08;
Anthony J. Papalia Award for Outstanding Article in a State or National Foreign Language Education Publication; New York State Association of Foreign Language Teachers (NYSAFLT); 2022-10-21;
Cultivating New Voices 2022-2024 Fellow; National Council of Teachers of English; 2022-08-26;
Austin, T. (2023). Limited capital: a genealogy of culturelessness in (language) teacher education. Educational Linguistics.
Austin, T. (2022). “A Hard Time Seeing the Relevance”: Race and discourse identity in language teacher preparation. International Journal of Literacy, Culture and Language Education.
Austin, T. (2022). Linguistic Imperialism: Countering AntiBlack Racism in World Language Teacher Preparation. Journal for Multicultural Education.
Austin, T. (2023). Modeling Cultural Competence: Digital Reflective Journaling in Teacher Preparation. In From Being Woke to Doing# theWork (pp. 240-250). Brill
Austin, T., Porcher K., Curran M., DePaola, J., Pelaez J. & Raffaelli L. (2021). We Still Have Work to Do: Community-Engaged Experiences and Impact in an Urban Social Justice Program. Teachers College Press.
Austin, T. (October, 2023). Countering antiBlack Racism in Language Teaching. Invited guest lecture for First Friday’s of Pedagogy series at University at Buffalo, School of Arts and Sciences, Department of Romance Languages and Literature. Buffalo, NY.;
Austin, T.(2024). Unsettling linguistic landscapes with material culture and critical humility in teacher preparation. Paper accepted at American Association for Applied Linguistics. Houston, TX.;
Clemons, A., & Austin, T.. (2024). Soy porque somos: Black Spanish teachers developing hemispheric Black language pedagogies. Paper accepted at American Association for Applied Linguistics. Houston, TX.;
Licata, G., Austin, T., & Clemons, A. (2024). Insisting on a Raciolinguistic Perspective in Spanish Language Teaching. Paper accepted at American Association for Applied Linguistics. Houston, TX.;
Limlamai, N., Austin, T. (2023). Mapping Our Linguistic Landscapes and Narratives to Confront Linguistic Discrimination and Explore the Function of Language in Our Lives. Paper accepted at National Council for Teachers of English. Columbus, OH.;
Excavating the Oral Histories of Black World Language Teachers; Foundation and Research Organization; Spencer Foundation; Awarded; (02/01/2024-01/31/2026)
American Speech-Language-Hearing Association’s Advancing Academic-Research Careers (AARC) Award; Foundation and Research Organization; American Speech-Language-Hearing Association; Awarded; (09/01/2023-05/01/2024)
University at Buffalo, Graduate School of Education Micro-Funding for Research Program; Foundation and Research Organization; University at Buffalo, Graduate School of Education; Awarded; (02/01/2023-06/30/2023)