Camille M. Wilson is an associate professor in the Department of Educational Studies at the University of Michigan. Her research is interdisciplinary in nature and chiefly explores school-family-community engagement, urban education reform, and transformative leadership—all from holistic, critical, and culturally relevant perspectives. Dr. Wilson is co-editor of Advancing Equity and Achievement in America’s Diverse Schools: Inclusive Theories, Policies, and Practices (with Sonya Douglass Horsford), which was published by Routledge in 2014. She is a qualitative researcher who draws upon critical and feminist methodologies. She has worked individually and collaboratively to conduct research anchored in epistemological traditions that value how research participants make meaning, form identities, enact agency, and are helped or hindered as they interact with educational systems. Dr. Wilson strives to develop meaningful theories and practical solutions that inform educational practice and policy. Her current research explores community-based, educational advocacy and activism within Detroit, Michigan’s complex schooling arena.
Dr. Wilson’s work has been published in leading U.S. journals such as Teachers College Record, Educational Administration Quarterly, Equity and Excellence in Education, and in numerous scholarly books. She has also published in highly regarded, scholarly international journals, such as the International Journal of Qualitative Studies in Education, International Journal of Multicultural Education, and the International Journal of Leadership Education. She has presented her work throughout the United States and in several international venues, including as an invited guest lecturer at the University of KwaZulu-Natal in Durban, South Africa and as a visiting professor at the University of the West Indies-Cave Hill in Barbados. Dr. Wilson received her PhD in urban schooling from the University of California, Los Angeles in 2001.
Wilson, Camille M. & Horsford, S.D. (Eds.) (2014). Advancing equity and achievement in America’s diverse schools: Inclusive theories, policies, and practices. New York: Routledge.
Pedroni, T. C. and Wilson, Camille M. (Forthcoming 2014). Guest editors for a special issue of Educational Policy Analysis Archives. Theme: Reclaiming Education and the At-Risk City: Insights from Detroit.
Wilson, Camille M. (in press, 2014). Starting the bandwagon: A historiography of African American mothers’ leadership during school desegregation, 1954-1971. Advancing Women in Leadership, 34, (34-47).
Wilson, Camille M., Ek, L.D., & Douglas, T.M.O. (2014). "Recasting border crossing politics and pedagogies to combat educational inequity: Experiences, identities, and perceptions of Latino/a immigrant youth." The Urban Review 46(1),1-24. (DOI) 10.1007/s11256-013-0246-5. (Online version first printed 2013).
Wilson, Camille M., Douglas, T.M.O., & Nganga, C. (2013). "Starting with African American success: A strengths-based approach to transformative educational leadership." In L.C. Tillman & J.J. Scheurich (Eds.), Handbook of research on educational leadership for equity and diversity (pp. 111-133). New York: Routledge.
Ruffin-Adams, A., and Wilson, Camille M. (2011). "Advocacy-based partnerships, special education, & African American families: Resisting the politics of containment." In S. Auerbach (Ed.) School leadership for authentic family and community partnerships: Research perspectives for transforming practice (pp. 78-97). New York: Routledge.
Cooper, Camille Wilson, Riehl, C.J., & Hasan, L. (2010). "Leading and learning with diverse families in schools: Critical epistemology amid communities of practice." Journal of School Leadership, 20(6), 760-790.
Cooper, Camille Wilson (2009). "Performing cultural work in demographically changing schools: Implications for expanding transformative leadership frameworks." Educational Administration Quarterly, 45(5), 694-724.
Cooper, Camille Wilson (2009). "Parent involvement, African American mothers, and the politics of educational care." Equity and Excellence in Education, 42(4), 379-394.
Cooper, Camille Wilson (2007). "School choice as 'motherwork': Valuing African American women’s educational advocacy and resistance." International Journal of Qualitative Studies in Education, 20(5), 491-512.
Cooper, Camille Wilson & Christie, C.A. (2005). "Evaluating parent empowerment: A look at the potential of social justice evaluation in education." Teachers College Record, 107(10), 2248-2271.
Cooper, Camille Wilson (2005). "School choice and the standpoint of African American mothers: Considering the power of positionality." Journal of Negro Education, 74(2), 174-189.
* (Published as Camille Wilson Cooper prior to 2011)
|6/1/2016 - ongoing||The Community-based Research on Equity, Activism, and Transformative Education (CREATE)
Granting Agency: Spencer Foundation
Courses & Syllabi
|Term||Catalogue Course Description||Syllabus|
|Fall 2016||EDUC 732. Critical Race Methodologies||Promoted course. Read description »