Tondra Loder-Jackson

Tondra Loder-Jackson

Associate Professor, University of Alabama


Dr. Tondra Loder-Jackson is an associate professor in the Educational Foundations Program at The University of Alabama at Birmingham (UAB). She is also a founding member and Director of the Center for Urban Education (CUE), an organization dedicated to preparing high-quality educators to serve in urban schools. A native of Birmingham since 1974, Dr. Loder-Jackson graduated from the Birmingham City Schools (BCS), and has received bachelors, masters, and doctoral degrees respectively from Birmingham-Southern College, The University of Chicago, and Northwestern University (Evanston, IL). She also completed a post-doctoral fellowship in urban education at The University of Pennsylvania. In the early nineties, as a program director at the George M. Pullman Educational Foundation, she piloted a career and college counseling initiative, The Building Your Future Program, for students at Fenger High School on Chicago’s South Side. Dr. Loder-Jackson has published extensively on issues related to urban education, Birmingham’s civil rights and education history, life course perspectives on African American education, and home, school, and community relations. She has also served in numerous leadership and service roles for professional and civic organizations. Dr. Loder-Jackson is currently a board member on the Birmingham Education Foundation (BEF), a nonprofit organization whose mission is to support community-driven BCS initiatives.



Year Degree Institution
2002 PhD, Human Development and Social Policy Northwestern University


Year Title  
2002 On Women Becoming & Being Principals: Pathways, Patterns & Personal Accounts

Selected Publications

Loder-Jackson, T. L. (Working Paper/In Press/Under Review). The sociopolitical context of education in post-civil rights Birmingham. Peabody Journal of Education.

Loder-Jackson, T. L (Working Paper/In Press/Under Review). Schoolhouse activists: African American educators and the long Birmingham Civil Rights Movement. Albany, NY: State University of New York Press.

Loder-Jackson, T. L., Voltz, D. L., Froning, M. (2014). New horizons for urban educators engaging families in the post-civil rights South in C. Wilson & S. Horsford (Eds.), A nation of students at risk: Advancing equity & achievement in America’s diversifying schools (pp. 186-199). New York, NY: Routledge..

Loder-Jackson, T. L. (2013). Myles Horton: The critical relevance of his work in the 21st century in J. Kirylo (Ed.),, A critical pedagogy of resistance: 34 pedagogues we need to know  (pp. 77-80). Netherlands: Sense Publishers.

Loder-Jackson, T. L. (2012). Hope and despair: Southern Black women educators across pre- and post-civil rights cohorts theorize about their activism. Educational Studies: The Journal of the American Educational Studies Association, 48(3): 266-295.

Last Updated: 2014-09-08 15:27:06