Professor Carolyne J. White is a social foundations scholar committed to decolonizing approaches to research, pedagogy, and service. This complex and always by necessity collaborative knowledge creation process has included directing Upward Bound and Special Services projects to foster college matriculation with first generation college students; community-based projects for urban school reform in Cleveland, Ohio, including creation of a Professional Development School in the Hough Neighborhood to prepare urban teachers; and working with the Navajo and Hopi Nations to create culturally honoring grow-your-own teacher education programs. Current work includes a collective life story community research project with Newark residents living in the Historic James Street Commons Neighborhood; a textbook titled The Teacher’s Conscience: Beginning a Powerful Teaching Career (with Guy Senese); and inquiry into the impact of performance midterm assessments in the university classroom (with Mary Weems). Dr. White has been the principal investigator on grants totaling approximately five million dollars awarded by the U.S. Department of Education, the National Science Foundation, the Woodruff Foundation, the Joyce Foundation, and the Utah Endowment for the Humanities. Her scholarship has been published in journals including Qualitative Inquiry, Educational Foundations, Teacher’s College Record, Teacher Education Quarterly, Educational Studies, American Indian Quarterly, Critical Studies/Critical Methodologies, Journal of Negro Education, Studies in Symbolic Interaction, Planning and Changing, and Collaborations: A Journal of Education in Cleveland. She has published numerous book chapters, the most recent appearing in Qualitative Inquiry and the Politics of Evidence, Handbook of Media Literacy, Qualitative Inquiry and the Conservative Challenge, and The Role of Culture and Cultural Context: A Mandate for Inclusion , the Discovery of Truth and Understanding in Evaluation Theory and Practice.