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Ty-Ron M. O. Douglas, also known as “Dr. Ty,” is a border crossing brotha-scholar, educator, author, lay pastor, professor, and motivational speaker. Douglas was born in Bermuda, where he spent his early years before returning to the United States for undergraduate studies. He has an expansive teaching career and has taught in K-12 and post-secondary settings both in the United States and Bermuda. Douglas is responsible for developing the FREEdership framework. His other areas of research center on Diversity, Equity, and Inclusion; Black male and Black female athletes; Socio-Cultural Foundations of Education, Sport, and Leadership; Race, Class, and Gender in Education; Black Masculinity/Black Family/Diaspora Studies; and Community-based Educational Spaces. He is currently an Associate Professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri in Columbia, Missouri.

Early life
Douglas was born in Bermuda, where he spent the majority of his early years—though he is a United States citizen through paternal African American lineage. He was raised in Paget, Bermuda, with his parents and sister. As a child, Douglas excelled in sports such as soccer, cricket, and track and field. He attended Paget Primary School and Warwick Academy. Upon completing his secondary education, he obtained an Associate in Arts & Science Degree (emphases: Sociology and Political Science) at Bermuda College, Bermuda. Douglas’s role models as a youth included Ricky Spence—his childhood barber, his coaches, and his uncle.

As a result of some of the experiences he negotiated within his community and his identity as a  Black Bermudian male, Douglas was acutely aware of the challenges that Black males encountered within the educational realm. Most pointedly, while Douglas was able to empower his middle and high school students as a teacher, on a societal level violence toward Black Bermudian males kept increasing. As a result, he decided to pursue a PhD in Education so that he could address the educational realities that Black males endure in order to better serve his community. In addition to being an educator and scholar, when Douglas moved to Columbia, Missouri, he embraced the call to pastoral ministry and sought to fill a gap that needed to be filled in his community. This need became especially pronounced as there was only one Seventh-Day Adventist (SDA) church in this city. He believed that there was a need for a SDA church that focused on the urban core and the city’s collegiate community.

Education, research, and career
Douglas is a border crossing brotha-scholar, educator, author, lay pastor, and motivational speaker. He has experience in K-12 educational administration and has also taught English at the K-12 level. Since 2012, Douglas has served as a professor (currently an Associate Professor) at the University of Missouri (Columbia, Missouri) within the Department of Educational Leadership and Policy Analysis. He is also an affiliate faculty member of the Black Studies program at the University of Missouri. His research interests and expertise center on Diversity, Equity, and Inclusion; Black male and Black female athletes; Socio-Cultural Foundations of Education, Sport, and Leadership; Race, Class, and Gender in Education; Black Masculinity/Black Family/Diaspora Studies; and Community-based Educational Spaces. He possesses professional certifications in athlete development, race and diversity training, and leadership development.

Douglas completed an Associate in Arts & Science Degree (emphases: Sociology and Political Science) at Bermuda College, Bermuda. While at this college, he was the recipient of the Dean’s Award for Academic Excellence. He earned a Bachelor of Arts degree in English with a Minor in Sociology at Oakwood University. Oakwood is a historically black (HBCU) Seventh-Day Adventist university located in Huntsville, Alabama. At Oakwood, Douglas was a member of the Oakwood University Ambassadors soccer team and a women’s soccer team coach. He also wrote for the sports section of the Royal Gazette newspaper in Bermuda. After graduating from Oakwood University (magna cum laude), Douglas  completed a Master of Arts in English and his Fifth Year Teaching Certification (summa cum laude) at the University of Alabama in Huntsville, Alabama. While a student, Douglas received a scholarship granted by Bermuda’s Department of Education.

Upon completing his Master’s program, Douglas worked at the Bermuda Institute for five years. Here he simultaneously served as an English teacher and the K-12 English Department Chair. He was selected as a recipient of the Bermuda Institute Teacher Excellence Award. During this time, he also served as the GED Program Founder and Director at Midland Heights. In 2008, Douglas returned to the United States to continue to pursue his educational goals. At this time, he began a Ph.D. in Educational Studies/Curriculum & Teaching (specialization in Cultural Studies), and a Post Masters Certificate in School Administration at the University of North Carolina (UNCG) at Greensboro, where he was mentored by his dissertation advisor Dr. Camille Wilson, now a professor at the University of Michigan. While enrolled in these programs, he was the recipient of a number of illustrious scholarships including UNCG’s College of Education Helena Houston Scholarship, the Dudley E. Spurling Postgraduate Scholarship, the Fessenden-Trott Postgraduate Scholarship, the UNCG’s Marian Franklin Scholarship, and the UNCG’s Luther Winborne Self Fellowship. Douglas was also the recipient of the American Educational Research Association’s (AERA) Critical Educators for Social Justice SIG's Distinguished Dissertation Award for his dissertation, Border Crossing Brothas: A Study of Black Bermudian Masculinity, Success, and the Role of Community-Based Pedagogical Spaces. His awards for community service and professionalism include the University of Missouri System President’s Award for Community Engagement (2019); the Columbia Business Times 20 Under 40 Business Award (2017); the University of Missouri’s College of Education Early Career Outstanding Teaching Award (2016); and the UNCG’s School of Education Early Career Alumni Award (2013-2014). He was awarded a NCAA Innovations in Research and Practice Grant to study the experiences of Black male student athletes at Mizzou in 2015. His work on diversity and inclusion in sport includes keynote speeches at the Sport Exchange Summit and the NCAA, as well as consultations with the National Football League and numerous athletic programs. He has also engaged in research on the transitions of current and former National Basketball Association (NBA) players. He has earned certifications from the National Association of Diversity Officers in Higher Education Standards for Professional Practice Institute and Athlete Development Executive Education Certification Program at The Wharton School, University of Pennsylvania.

Douglas is the sole author of the award-winning book, “Border Crossing Brothas: Black Males Navigating Race, Place, and Complex Space”. He has also co-authored “Twelve Shades of Man: Testimonies and Transitions to manhood” with Jeremy Anderson and renowned motivational speaker, Dr. Eric “ET” Thomas; “Choosing to Teach, Choosing to See: Critical Readings for Those Entering the Noble Profession of Education” with Ransford Pinto; and “Campus Uprisings: How Student Activists and Collegiate Leaders Resist Racism and Create Hope” with Kmt Shockley and Ivory A. Toldson. Together with his wife, he has also written  “So Amazing... Her Story: Secrets to Finding and Keeping a Great Man”. Douglas has also written several book chapters, published numerous journal articles, served on several academic journal editorial and review boards and executive committees (including the American Educational Studies Association), and presented at many national and international conferences. He uses his professional expertise, international background, and passion for community to facilitate keynote and motivational talks around the world. To date, he has delivered keynotes, motivational talks, and lectures in countries and regions such as South Africa, Bermuda, Brazil, the Caribbean, Europe, and the United States. Douglas remains committed to serving his community and plays an integral role in facilitating community outreach and educational programs, including an annual Back to School Explosion community and basketball event and serving as a chaplain for a youth basketball league at Douglass Park in Columbia, Missouri.

Douglas is married to Bobbie Douglas and they have two sons. Together with his family, he formed “So Amazing Life Today Ministries (SALT)”, located in Columbia, Missouri. SALT is a multi-faceted, multi-generational ministry that strives to positively impact the local community and the world. Douglas is also the Executive Director and lead lay pastor of the SALT City Church. He is also a song writer and documentary film producer.

Awards

 * UM System President’s Award for Community Engagement (2019)
 * Honorable Mention: AERA Critical Educators for Social Justice Community Engagement Award (2017)
 * 2017 Society of Professors of Education Outstanding Book Award
 * 2017 Critics’ Choice Award by the American Educational Studies Association
 * Columbia Business Times 20 Under 40 Business Award (2017)
 * College of Education Early Career Outstanding Teaching Award (2016)
 * UNCG School of Education Early Career Alumni Award Recipient (2013-2014)
 * AERA Critical Educators for Social Justice SIG's Distinguished Dissertation Award (2013)
 * UNCG School of Education Teaching Assistant Teaching Excellence Award (2010-2011)
 * Bermuda Institute Teacher Excellence Award (2003-2004)

Scholarships and fellowships
UNCG Marian Franklin Scholarship Recipient (2010-2011)

UNCG College of Education Luther Winborne Self Fellowship Recipient (2009-2011)

UNCG College of Education Helena Houston Scholarship Recipient (2008-2009)

Dudley E. Spurling Postgraduate Scholarship Recipient (Bermuda) (2008-2012)

Fessenden-Trott Postgraduate Scholarship Recipient (Bermuda) (2008-2012)

Bermuda Department of Education Scholarship Recipient (2000)

Inductions
UCEA Jackson Scholar Inductee (2011)

AACTE Holmes Scholar Inductee (2010)

Golden Key International Honor Society Inductee (2009)

Refereed journal articles
1.     Witherspoon-Arnold, N., Douglas, T. M. O., Gupton, J, & Khalifa, M. (accepted). “Not on my watch”: Whiteness as spatial violence. International Journal of Leadership in Education.

2.     Freeman Jr., S. & Douglas, T. M. O. (2019). Put some respect on my Name: Navigating the use of academic titles and personas. Journal of Underrepresented and Minority Progress (JUMP).

3.     Douglas, T. M. O. (2019). Audacity personified: Living with Hope, Searching for Truth(s), Longing for Peace. Journal of Adventist Education.

4.     Douglas, T. M. O., Freeman, S., Denham, A. (2019). The three Hebrew boys revisited: Exploring border-crossing brotha-ship in the journeys of three tenured black male seventh-day Adventist professors. ''Religions. 10''(142): 1- 19.

5.     Douglas, T. M. O., Beasley, J. M., Crawford-Rossi, E., Rios, J, & McCamish, C.. (2018). (Re)considering togetherness: Students of color lead the way to better understandings of relationships with leaders and authority figures. Journal of School Leadership.

6.     Douglas, T. M. O., Green, C., Faloughi, R, Rome, S., Shuck, J., Zanders, M., Walton, T., Harris, T. (2017). Rubber-bullets, resistance, and the rise of a young athletic director: A conversation with Mandla Gagayi about #FeesMustFall, #RhodesMustFall, and campus uprisings in South Africa''. Journal of Negro Education. 86''(3): 356-367.

7.     Douglas, T. M. O., Lane-Bonds, D., & Freeman Jr., S. (2017). There is no manual for university presidents: An interview with Andrea Luxton, President of Andrews University, on her leadership in response to the #ItIsTimeAU uprising on her campus. ''Journal of Negro Education. 86''(3): 368-380.

8.     Douglas, T. M. O. & Little, M. (2017). What Does a Chief Diversity Officer Do When Voices Rise?: An interview with Dr. Kevin McDonald, Chief Diversity Officer of the University of Missouri System and Vice-Chancellor for Inclusion, Diversity and Equity at the University of Missouri. ''Journal of Negro Education. 86''(3): 381-391.

9.     Douglas, T. M. O., Pinto, R., Witherspoon Arnold, N., & Willis, E. (2017). This Ain’t No Ordinary Chaplain: A conversation with Chaplain Michael A. Polite about activism, America, and his advocacy of the #ItIsTimeAU uprising at Andrews University. Journal of Negro Education. 86(3): 392-398.

10.  Douglas, T. M. O. (2017). My reasonable response: Activating research, mesearch and wesearch to build systems of healing. Critical Education.

11.  Douglas, T.M.O. (2017). FREEdership: The power of a flutter to instigate moments and movement(s). ''The Western Journal of Black Studies. 41''(1-2): 24-34.

12.  Peck, C. M., Douglas, T. M. O., Vargas, J.R. (2017). Urban school leaders as symbolic icons: Identity, politics, and power, 1970-2010. ''Educational Foundations. 29''(4): 73-94.

13.  Onyenekwu, I., Angeli, J., Pinto, R, & Douglas, T. M.O. (2017). (Mis)representation among U.S. study abroad programs traveling to the African continent: A critical content analysis of a Teach Abroad program. The International Journal of Higher Education Research. XXIX(1): 68-84.

14.  Douglas, T. M. O. & Witherspoon-Arnold, N. (2016). Exposure in and out of school: A black Bermudian males successful educational journey''. Teachers College Record. 118''(6): 1-36.

15.  Howard, T.C., Douglas, T. M. O., & Warren, C. (2016). Erasing the deficit by highlighting what works. ''Teachers College Record. 118''(6): 1-10.

16.  Khalifa, M., Douglas, T. M. O., & Venzant-Chambers, T. (2016). White gazes of Black Detroit: Milliken v. Bradley, post-colonial theory, and why inequities persist. Teachers College Record, 118(3), 489-513.

17.  Douglas, T. M. O., Baumann, J. F., Sanchez, L, Clifton, A. C., McClain, V., Ingram, P., & Ingram, E.A. (2015). A conversation on the literacy development of urban poor youth: Perspectives from the classroom, neighborhood, and university. Journal manuscript. Bermuda College Journal.

18.  Peck, C. M., Kappler Hewitt, K., Mullen, C. A., Lashley, C., Eldridge, J., & Douglas, T. M. O. (2015). Digital youth in brick and mortar schools: Examining student technology experiences in two high schools. Journal manuscript. Teachers College Record, 117(4), 1-40.

19.  Douglas, T. M. O. & Nganga, C. (2015). What’s radical love got to do with it? Navigating identity, pedagogy, and positionality in pre-service education. International Journal of Critical Pedagogy, 6(1): 58-82.

20.  Douglas, T. M. O. (2014). Conflicting Messages, Complex Leadership: A critical examination of the influence of sports clubs and neighborhoods in leading Black Bermudian males. Planning & Changing, 45(3/4): 311-338.

21.  Wilson, C. M., Ek, L., & Douglas, T. M. O. (2014). Recasting border crossing politics and pedagogies to     combat educational inequity: Experiences, identities, and perceptions of Latina/o immigrant youth. The Urban Review, 46(1): 1-24.

22.  Douglas, T. M. O., & Peck, C. M. (2013). Education by any means necessary: An historical exploration of community-based pedagogical spaces for peoples of African descent. Educational Studies, 49(1), 67-91.

23.  Khalifa, M., Dunbar, C., & Douglas, T. M. O. (2013). Derrick Bell, CRT and educational leadership 1995-   present. Race, Ethnicity, and Education, 16(4), 489-513.

24.  Douglas, T. M. O. (2012). Resisting idol worship at HBCUs: The malignity of materialism, Western masculinity, and spiritual malefaction. The Urban Review, 44(3): 378-400.

25.  Douglas, T. M. O. & Gause, C.P. (2009) Beacons of light in oceans of darkness: Exploring Black Bermudian masculinity. Learning for Democracy, 3(2): 85-102.  

Non-refereed journal articles
1.     Douglas, T. M. O., & Shockley, K. (2017). Truths, triumphs and testaments of hope when campus and community voices rise. ''Journal of Negro Education. 86''(3): 199-203.

2.     Warren, C., Douglas, T. M. O., & Howard, T.C. (2016). Erasing the deficit: “My Brother’s Keeper” and contemporary perspectives on Black male school achievement. ''Teachers College Record. 118''(6): 1-6.

Guest special issue editor of peer reviewed journals
1.     Douglas, T. M. O, & Shockley, K. (Eds.) (2017). When Voices Rise: Race, Resistance, and Campus Uprisings in the Information Age. Special Issue in Journal of Negro Education.

2.     Warren, C., Douglas, T. M. O., & Howard, T.C. (Eds.) (2016). Erasing the deficit: “My Brother’s Keeper” and contemporary perspectives on Black male school achievement. Special Issue for Teachers College Record.

Books
1.     Douglas, T. M. O., Shockley, K., & Toldson, I. (Eds) (2020). Campus Uprisings: How Student Activists and Collegiate Leaders Resist Racism and Create Hope. New York, N.Y. Teachers College Press.

2.     Douglas, T. M. O. & Pinto, R (Eds). (2020). Choosing to Teach, Choosing to See: Critical Readings for Those Entering the Noble Profession of Education. San Diego, CA: Cognella Inc.

3.     Douglas, T. M. O. (2016). Border Crossing Brothas: Black Males Navigating Race, Place, and Complex Space. New York, NY: Peter Lang.

4.     Anderson, J.J., Douglas, T.M.O., Thomas, E.D., (Ed.). (2013). Twelve shades of man: Testimonies and transitions to manhood. Capshaw, AL: Spirit Reign Publishing.

5.     Douglas, B., & Douglas, T. M. O. (2013). So Amazing... Her Story: Secrets to Finding and Keeping a Great Man. Capshaw, AL: Spirit Reign Publishing.

Refereed book chapters (blind peer review)
1.     Douglas, T. M. O. (2016). Black fathers as curriculum: Adopting sons, advancing progressive-regressive black masculinity. In L. Bass (Ed.), Black Mask-ulinity: A Framework for Black Masculine Caring. (pp. 93-107). New York, NY: Peter Lang Publishing.

2.     Douglas, T. M. O. & Nganga, C. (2016). Radical love, radical leading: Negotiating complex identities, positionalities, and pedagogies in social justice work. In C. Boske & A. Osanloo (Eds.), Living the work: Promoting social justice and equity work in schools around the world. Bingley, U.K.: Emerald            Group Publishing.

3.     Douglas, T. M. O. (2015). Sound the ‘Bell’: Seeing space, seeing color in urban leadership discourses. In M. Khalifa, N. Witherspoon-Arnold, A. Osanloo, & Grant, C., (Eds.), The Handbook of Urban Educational Leadership. (pp. 194-198). New York, N.Y.: Rowan & Littlefield.

4.     Witherspoon Arnold, N., Douglas. T. M. O., & Wilborn-White, T. (2015). Crises, critical incidents and community and educational leadership. Handbook of urban educational leadership. In M. Khalifa, N. Witherspoon-Arnold, A. Osanloo, & Grant, C., (Eds.), The Handbook of Urban Educational Leadership. (pp. 546-557). New York, N.Y.: Rowan & Littlefield.

5.     Wilson, C. 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 diversity and equity. (pp. 111-133). New York, N.Y.: Routledge/Taylor and Francis.

Refereed Book Chapters (Peer reviewed by editor)
1.     Rome, S. & Douglas, T. M. O. (2017). Belief, pedagogy and practice strategies for building powerful classroom communities. In A. Michael (Ed.), The Guide for white women who teach black boys. Thousand Oaks, CA: Corwin.

2.     Douglas, T. M. O. (2017). Epilogue: “Tell them about the dream, Martin”: When homophily happens and           music   and educational leadership meet destiny. In J. Brooks, T. Watson, & F. Beachum (Eds). Music & educational leadership. Epilogue.

3.     Douglas, T. M. O. (2017). The audacity of humanity: Searching for hope, longing for peace. In C.P. Gause (Ed.), Leadership, equity, and social justice in American higher education—A reader. New York, NY: Peter Lang Publishing.

4.     Douglas, T. M. O. (2013). A dream come true. In J. J. Anderson, T. M. O Douglas, & E. D. Thomas (Eds.), Twelve shades of man: Testimonies and transitions to manhood. (pp. 86-97). Capshaw, AL: Spirit Reign Publishing.

5.     Douglas, T. M. O. (2013). Confessions of a border crossing brotha-scholar: Teaching race with all of me. In D. J. Davis & P. Boyer (Eds.), Social Justice and Racism in the College Classroom: Perspectives from Different Voices. (pp. 55-67). Bingley, U.K.: Emerald Publishing Group Ltd.

Reports & Monographs
Douglas, T. M. O., Ivey, P, & Bishop, K (2016). Identity, leadership, & success: Black male student-athlete identity, leadership, and success at a division 1 university.

Editor-reviewed and other publications
1.     Pinto, R, & Douglas, T.M.O. (2016). The African American urban male’s journey to success: Psychoanalytic perspectives on race, gender, and social class. Educational Review.

2.     McMillian, R. & Douglas, T.M.O. (2015). The politics of race, class, and special education''. Teachers College Record.''

3.     Douglas, T.M.O., & Smith, J.M.A. (2013). Grading. In J. Ainsworth & G. J. Golson (Eds.), Sociology of education: An A-Z Guide. Thousand Oaks, CA: Sage Publications, Inc.

4.     Douglas, T. M. O. (2011). Deculturalization. In N. P. O’Brien (Ed.), The greenwood dictionary of education (2nd ed.). Santa Barbara, CA: ABC-CLIO.

Institutional / Local
Douglas, T. M. O (2016). Bridging research, activating activism, and building systems of healing. Presentation    at the Bridge’s Faculty Research Forum, Columbia, MO.

National
1.     Serafin, M., Piñon, D., & French, B. H., Douglas, T. M. O (2018, July). Ethnic identity, religiosity, and well-being: The role of gender. Poster presented at the APA Division 45 Research Conference; Austin, TX.

2.     Douglas, T. M. O. (2018). Student expression: Understanding the risk and reward. Presentation at the NCAA 2018 Convention, Indianapolis, IN.

3.     Douglas, T. M. O. (Nov. 2017). Author Meets Critic—Border Crossing Brothas: Black Males Navigating Race, Place, & Complex Space. Session at the American Educational Research Association’s (AERA) Annual Meeting, Pittsburgh, PA.

4.     Douglas, T. M. O. (Nov. 2016). Black masculine caring. Paper presentation at the University Council for Educational Administration, Detroit, Michigan.

5.     Khalifa, M., Douglas, T.M.O., & Venzant-Chambers, T. (Nov. 2016). Milliken v. Bradley, Black Detroit, and post-colonial possibilities to challenge inequities. Session panel at the annual meeting of the University Council of Educational Administration, Detroit, MI.

6.     Douglas, T. M.O., Ivey, P, & Bishop, K (Apr. 2016). “Short-cuts to serenity”: A study of Black male student athletes at the University of Missouri. Session panel at the annual meeting of the American Educational Research Association, Washington, DC.

7.     Douglas, T. M.O. & Bettez, S. (Apr. 2016). Beyond essentialism, crossing borders: Amalgamating postcolonial and border crossing theory to navigate power and research. Session panel at the annual meeting of the American Educational Research Association, Washington, DC.

8.     Douglas, T. M.O. (Apr. 2016). “Black mask-ulinity”: An emerging framework for Black masculine caring. Session panel at the annual meeting of the American Educational Research Association, Washington, DC.

9.     Douglas, T. M. O., Ivey, P, & Bishop, K (2016). Identity, leadership, & success: Black male student-athlete identity, leadership, and success at a division 1 university. Presentation at the  NCAA 2016 Convention, San Antonio, TX.

10.  Douglas, T. M. O. (2015). MeSearch, ReSearch, WeSearch: A Continuum of Hope and Healing. Keynote presentation at the  NCAA Headquarters—Research Staff Retreat, Indianapolis, IN. Dec. 2015.

11.  Douglas, T. M.O. (Nov. 2015). Shoulda, Coulda, Woulda: What we wish we had known before becoming a professor, The Remix. Panelist (with Decouta Irby, Terah Venzant-Chambers—chair) for session at the annual meeting of the University Council of Educational Administration University Council of Educational Administration, San Diego, CA.

12.  Douglas, T. M. O. & Nganga, C. (2015). What’s radical love got to do with it? Navigating identity, pedagogy, and positionality in pre-service education. Paper presentation at the American Educational Research Association, San Antonio, TX. Nov. 2015.

13.  French, B. H., & Douglas, T. M. O. (2015). ''More than a “dumping ground”? Supporting suspended youth in an alternative education setting.'' Poster presentation at the American Educational Research Association, Chicago, IL. Apr. 2015.

14.  Khalifa, M., Douglas, T.M.O., & Venzant-Chambers, T. (Nov. 2014). White gazes of Black Detroit: Milliken v. Bradley, post-colonial theory, and why inequities persist. Session panel at the annual meeting of the University Council of Educational Administration, Washington, D.C.

15.  Brooks, J., Douglas, T.M.O., Bogotch, I, Lugg, C., Johnson, T., Jean Marie, G., Heffron, J. (Nov. 2014). Educational leadership and human rights: Do we really care about equity, dignity, freedom and            advocacy? A panel discussion about human rights and educational leadership. Session panel at the annual meeting of the University Council of Educational Administration, Washington, D.C.

16.  Douglas, T.M.O. (Apr. 2014). Erasing the deficits: Contemporary perspectives on successfully educating Black males for high academic achievement. Session panel at the annual meeting of the American Educational Research Association, Philadelphia, PA.

17.  Douglas, T.M.O. (Apr. 2014). (Re)Evaluating ‘The Triangle’: Culturally relevant leadership in Bermuda.  Session panel at the annual meeting of the American Educational Research Association, Philadelphia, PA.

18.  Baumann, J., Sanchez, L., Ingram, E., Ingram, P., Clifton, A., McClain, V., & Douglas, T.M.O. (Dec. 2013). Facing the realities of literacy development for youth in urban-poor school and community contexts: A conversation circle of perspectives from the classroom, neighborhood, and university. Literacy Research Association. Dallas, TX.

19.  Smith, J. A., & Douglas, T.M.O. (Nov. 2013). “Bermuda is another world”: Educational developments in an urban context. American Educational Studies Association (AESA) Conference. Baltimore, MD.

20.  Arnold, N., & Douglas, T. M. O. (Nov. 2013). Beyond fire drills and emergency plans: School leaders responding to critical incidents and community crises. University Council of Educational Administration (UCEA) Conference. Indianapolis, IN.

21.  Douglas, T.M.O., Jean-Marie, G., & Sider, S. (Nov. 2013). Doing homework, living research: International research in educational leadership. University Council of Educational Administration (UCEA) Conference. Indianapolis, IN.

22.  Douglas, T.M.O. (April, 2013). ''Conflicting messages, compromised leadership? Black Bermudian males navigating schoolhouse and community-based pedagogical spaces.'' American Educational Research Association Philadelphia Annual Convention. San Francisco, CA.

23.  Witherspoon-Arnold, N. & Douglas. T. M. O. (April, 2013). Crises, critical incidents and community and educational leadership. American Educational Research Association Annual Convention. San Francisco, CA.

24.  Khalifa, M., Dunbar, C., & Douglas, T. M. O. (April, 2013). Division K: Panel Session. CRT and School Leadership: Principal Perceptions and Liberatory Leadership. American Educational Research Association Annual Convention. San Francisco, CA.

Peck, C. M., Kappler Hewitt, K., Mullen, C. A., Lashley, C., Eldridge, J., & Douglas, T. M. O. (April, 2013). Digital Youth in Brick and Mortar Schools: Examining Student Technology Experiences in Two High Schools. American Educational Research Association Annual Convention. San Francisco, CA.

Douglas, T.M.O. (Nov., 2012). Space Matters: A Critical Examination of Black Bermudian Masculinity, Leadership, and Success. University Council of Educational Administration (UCEA) Convention. Denver, CO.

25.  Douglas, T. M. O., Green, T., & Horsford, S. (Nov., 2012). From Theorizing to Mobilizing: Advancing Culturally Relevant Leadership in Urban School Communities. University Council of Educational Administration (UCEA) Convention. Denver, CO.

26.  Khalifa, M., Dunbar, C., & Douglas, T. M. O. (Nov., 2012). CRT and School Leadership: Principal Perceptions and Liberatory Leadership. University Council of Educational Administration (UCEA) Convention. Denver, CO.

27.  Peck, C. M. & Douglas, T. M. O. (Nov., 2012). Urban School Leaders as Symbolic Icons: Identity, Politics, and Power, 1970-2010. University Council of Educational Administration (UCEA) Convention. Denver, CO.

28.  Douglas, T.M.O. (October, 2012). “Suffering and Smiling”: Complicating Connections and Differences with/in Black Bermudian Masculinities. American Educational Studies Association (AESA) Conference. Seattle, WA.

29.  Douglas, T. M. O. (Nov. 2011). Navigating the urban terrain: The role of leadership preparation programs in developing urban school leaders in an era of neoliberalism and antidemocratic agendas. University Council of Educational Administration (UCEA) Convention, Pittsburgh, PA.

30.  Beasley, J. M., Douglas, T. M. O, McCamish, C., & Rios, J. (Nov., 2011). Being-for to /as border cross(ing): What students of color think about effective school leaders and authority figures. University Council of Educational Administration (UCEA) Convention, Pittsburgh, PA.

31.  Wilson, C. M., Douglas, T.M.O., & Nganga, C. (Nov., 2011). Starting with African American success: A strengths-based approach to transformative educational leadership. University Council of Educational Administration (UCEA) Convention, Pittsburgh, PA.

Douglas, T. M. O, Beasley, J. M., McCamish, C., & Rios, J. (Nov., 2011). “Who Cares?” Students of color lead the way to better understandings of relationships with leaders and authority figures. American Educational Studies Association (AESA) Convention, St. Louis, MO.

32.  Wilson, C. M., Ek, L. D., & Douglas, T. M. O. (Nov. 2011). Immigrant youth navigating educational borderlands: Implications for progressive politics and pedagogies of difference. American Educational Studies Association (AESA) Convention, St. Louis, MO.

33.  Wilson, C. M., Ek, L. D., & Douglas, T. M. O. (Nov. 2011). Latino/a immigrant youth navigating geopolitical, institutional, and home community borderlands. Council on American Anthropological Association, Montreal, QC.

34.  Douglas, T. M. O. & Peck, C. M. (April, 2011). Education by any means necessary: An historical exploration of non-traditional pedagogical spaces for peoples of African descent. Paper presented at the American Educational Research Association Conference. New Orleans, LA.

35.  Douglas, T. M. O. (February, 2011). Process over/and product: Utilizing my dissertation work in my pedagogy, publishing, & presenting – Beginning Dissertation Work. The 63rd Annual Meeting of the American Association of Colleges for Teacher Education (AACTE)/Holmes Scholars Conference. San Diego, CA.

36.  Douglas, T. M. O. (October, 2010). Broadening curriculum, brokering change: ‘Cultural confessions’ from scholars utilizing the pedagogical power of non-traditional educative spaces. Paper presented at the American Educational Studies Association (AESA) Conference. Denver, CO.

37.  Douglas, T. M. O. (October, 2010). Reclaiming progressive Black masculinities in educational spaces: Listening to marginalized voices through narrative and autobiographical research – “Chasing family, finding self: Reintroducing Black males educators to American education.” Paper presented at the American Educational Studies Association (AESA) Conference. Denver, CO.

38.  Douglas, T. M. O. (October 2010). Transgressing boundaries, reclaiming progressive Black masculinities in educational spaces – “Home is where your heart is: An invitation to Black male educators.” Paper presented at the Annual Conference on African American Culture and Experience (CACE). Greensboro, NC.

39.  Douglas, T. M. O. (October 2010). When hope is not enough: Engaging philosophy, faith and fear in the Obama era – “The audacity of humanity: Searching for hope, longing for peace.”  Paper presented at the 55th Annual Meeting of the South Atlantic Philosophy of Education Society (SAPES). Greensboro, NC.

40.  Douglas, T. M. O. (May 2010). Learning on the job: Navigating the nuances of narrative research to explore the educational experiences of Black Bermudian males. Paper presented at the Sixth International Congress of Qualitative Inquiry. Champaign, IL.

41.  Douglas, T. M. O. & Gause, C. P. (March 2010). African American males and Bermudian black males: Contesting the academic terrain. Paper presented at the 2010 American Men’s Studies Association Conference. Atlanta, GA.

42.  Douglas, T. M. O. (January 2010). Closing the achievement gap through pedagogical partnerships with the         black barbershop. Paper presented at the 2010 Holmes Partnership Annual Conference. Charleston, SC.

43.  Douglas, T. M. O. (Nov., 2009). The value of historically black colleges and universities (HBCU) and the survival of African Americans in education as students and potential educators – “Idol worship and historically black colleges and universities: The malignity of materialism, matricide, and spiritual malefaction.” Paper presented at The Annual Meeting of the American Educational Studies Association (AESA). Pittsburgh, PA.

International
1.     Douglas, T. M. O. (Oct. 2014). (Re)calculating an obtuse triangle: Black males navigating race, place, and urban space in Bermuda. Paper presenetation at International Conference on Urban Education. Montego Bay, Jamaica.

2.     Douglas, T. M. O. (Oct. 2014). Confessions of a border crossing brotha-scholar: Teaching race with all of me. Paper presentation at the American Educational Studies Association, Toronto, Canada.

3.     Douglas, T. M. O. (Oct. 2014). ''Communicating the value of your scholarship. Panelist for graduate student council session'' (with Michael Jennings, Cris Mayo, & Sardar Anwaruddin—chair) at the American Educational Studies Association, Toronto, Canada.

4.     Douglas, T.M.O. (Oct. 2013). (Re)engineering resilience: Black Bermudian masculinity beyond colonial borders and binaries. Colloquium on Black Males in Education. St. Thomas, U.S. Virgin Islands.

5.     Douglas, T.M.O. (Oct. 2013). Finish. Keynote—Bermuda Union of Teachers Convention. Hamilton, Bermuda.

6.     Douglas, T.M.O. (August 2012). Culture, identity, and pedagogy: Critical Considerations for Preparing the Army Rightly Trained. North American Division of Education Teachers’ Convention, Nashville, TN.

7.     Wilson, C. M., Ek, L. D., & Douglas, T. M. O. (April 2012). Immigrant youth navigating educational borderlands: Theorizing pedagogies and politics of difference. Annual meeting of the American Educational Studies Association, Vancouver, BC.

8.     Douglas, T. M. O. (Sept, 2011). I know (who) you are but who/what am I? Amalgamating Postcolonial and Border Theory to Investigate Black Bermudian Masculinity. Paper presented at the British Educational Research Association (BERA) Conference. London, England.

9.     Douglas, T. M. O. (July 2005). “The search for identity.” Babcock University, Best Practices Teacher’s Workshop. Lagos, Nigeria.