Kendra N. Bryant is a graduate of the University of South Florida (USF), Tampa (2012) and Florida A&M University (FAMU), Tallahassee (2001, 2003). She has taught English at Tallahassee Community College , North Miami Beach Sr. High School, USF, The University of North Georgia, and Florida International University (Miami). She is currently serving as an assistant professor of English at North Carolina A&T State University, where she teaches Contemporary Grammar & Rhetoric, Advanced Grammar & Argumentation, and Ideas & Their Expressions II.
As an English professor, Kendra supports a contemplative pedagogy wherein mindfulness practices are coupled with traditional classroom practices to assist students in awakening and opening their minds to new learning possibilities and new ways of being in the classroom. In other words, she teaches basic writing skills as a practice of being #woke. Kendra also works diligently to integrate technology into traditional writing classrooms as explicated in her researched publications, including her recently published, Engaging 21st Century Writers with Social Media, of which she is the editor.
In addition to being an English teacher, Kendra is a poet and a painter. In 2006, she self-published a collection of poems titled As I Roc the Mic and in 2010 had the privilege of having her poem, “We Be Theorizin,” published as the afterword to Deborah Plant’s “The Inside Light”: New Critical Essays on Zora Neale Hurston. Kendra’s 2015 poem, “Confessions,” and her personal narrative, “Gays Are Going to Hell: A Lesbian Teacher Tries to Teach Compassion,” appear in Stephanie Allen and Lauren Cherelle’s 2016 Solace: Writing, Refuge, & LGBTQ Women of Color. Additionally, Kendra’s art work has been showcased at Tampa’s Boba Internet Café; FAMU’s Foster Tanner Arts Gallery; and Atlanta’s West End Performing Arts Center. A few of her art pieces are available as postcards at wethepeoplethinkproject.com. They can also be viewed here on the “Paintings (or Visual Rhetoric)” page.
DISCLAIMER: While posts reflect my personhood, the personal content therein does not suggest an inability to successfully perform my duties as a classroom teacher.
