Alphonso Walter Grant

Research Associate - Qualitative Analyst

Alphonso Walter Grant is a W.E.B. Du Bois scholar and a visiting assistant professor in Art Education and African and African American Studies at The University of Arkansas. He has served on the advisory board for the Black and Latino Male Empowerment Group, at The Pennsylvania State University (Penn State) and has been a member of the governing council for the Curriculum & Pedagogy International Group. Grant was selected as a recipient of the 2014-15 Harold F. Martin Graduate Assistant Outstanding Teaching Award, which is sponsored jointly by Penn State’s Graduate School and the Office of the Vice President and Dean for Undergraduate Education. Grant has also been the recipient of the 2016 Academic Achievement award for The Presidents Commission on Lesbian, Gay, Bisexual, Transgendered, and Queer Equity Group at Penn State. He has presented keynote addresses and has served on several panels centered on the affects of Whiteness on Black Americans. Grant has authored and co-authored several peer reviewed book chapters and journal articles on how the arts can function as a White supremacist master narrative through rhetoric, visual representations of race, power, privilege, and the role curriculum plays in the development and sustainability of racial inequity, when not critically examined. He also worked as a field supervisor with the Center for Disease Control and Prevention, The New York Blood Center, and The New York City Department of Health with the Young Men’s Survey (YMS) program.

His research centers on problematic representations of Black identities, masculinities, sexualities, and the brother on the down low (DL) in Black visual culture. He focuses on how these visual depictions fit onto the landscape of representations of masculinity, Black masculinity, and Black gay men, how they are linked to the emasculation of Black men, and how these depictions are echoed or reified in contemporary visual culture antecedents. Grant holds a dual-title degree Ph.D. in Art Education and African American and Diaspora Studies from Penn State, M.S. in Art Education with a minor in African American and Diaspora Studies from Penn State, and a B.A. in Political Science with a minor in History from Henderson State University’s Honors College.


Grant, A.W. and Kee, J.B. – (2018) Dialogues with Diversity: Addressing Race and Culture with Students in Art Museum Education: in Kletchka D. C. and Carpenter, II B. S. Professional Development in Art Museums: Strategies of Engagement through Contemporary Art pp. 157-163. National Art Education Association Press

Grant, A.W. (2018) Curriculum, Race and Representation in a Undergraduate Art Education Pre- Service Teaching Program:  Purposeful Teaching and Learning in Diverse Contexts: Implications for Equity, Access and Achievement. (Accepted for publication)

Kee, J.B and Grant, A.W. (2016) Disney’s post racial gaze: Film, pedagogy, and the construction of racial identity. In Garlen J.C. and Sandlin, J. A. Teaching with Disney. pp. 67-79. Peter Lange Publishing New York

Carpenter,II, B.S. and Grant, A.W. (2015). The Visualization of Urban Black Men: Racial Discourses 
in Social Media: The National Journal of Urban Education and Practice Volume 9, Issue 2, Fall 2015, pp. 462 – 476

Grant, A.W. (2014) A curricular exploration of The Boondocks for art education: A critical race pedagogy of identity in black visual culture. In Smith, B. L., Becker, K. L., Miller, L. R., Reid, N. S., Sorenson, M.D.  (Eds.). Collective Unravelings of the Hegemonic Web (pp. 49 – 68). Charlotte, NC: Information Age Publishing.

Grant, A.W.  (2013). A curricular exploration of The Boondocks for art education: A philosophical interpretation of black visual culture through the critical lens of double consciousness. In (Espinosa-Dulanto, M. E., Humpal, D. L., Pitre, L., and Santana, J. S.  Eds.), Liminal Spaces and Call for Praxis(ing) (pp. 39-59). Charlotte, N.C.: Information Age Publishing.

Grant, A. W. and Kee, J. B. (2013), ‘Black artists of the Harlem Renaissance in western survey textbooks: Narratives of omission and representation’, Visual Inquiry: Learning & Teaching Art 2: 3, pp. 233–246, doi: 10.1386/vi.2.3.233_1