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Dr. Marlee S. Bunch

Dr. Marlee Bunch is an educator with over 16 years teaching experience. She holds a doctoral degree from the University of Illinois and two graduate degrees. She holds a teaching certificate, Gifted Education Certification, Diversity and Equity Certificate, and an ESL (English Second Language) Certification. Her experiences teaching at the secondary and post-secondary level, have allowed her to write curriculum, mentor teachers, create workshops, advocate for inclusion & equity, and most importantly support students. Her research, teaching, and educational advocacy work seeks to disrupt inequities, advocate for educational reform and illuminate the power of storytelling and history. Her research focuses on the oral histories of Black female educators. She is the founder of the Unlearning the HUSH teaching framework.


Unlearning the Hush: This study illustrates the impact the long history of segregation, Brown v. Board of Education, and desegregation efforts had on the teaching experiences of Black, female educators in Hattiesburg, MS, particularly between the years 1954-1971.















       The purpose of this study is to examine the ways in which desegregation efforts and Brown v. Board impacted the lives of Black, female educators from 1954-1971 in Hattiesburg, Mississippi. This study explores the lives and stories of these women, examines the historical implications of public-school desegregation in Hattiesburg, and draws connections between history and current day concerns in K-12 schools. This study is significant because it extends our understanding of the oral histories of the Black women, it helps fill in the gaps of the historical record, and it centers the voices and histories of Black women who forged the path for education.

         My methodology for this study was an oral history, qualitative inductive study, using the oral histories of participants as the primary source. This study centered the voices of the participants and served as a counter-story to the dominant narrative. Using counter-storytelling, examines how these women’s teaching experiences and oral histories push back on traditional narratives and constructs about race. The site for my study is Hattiesburg, Mississippi (Forrest County) and my participants are Black women who taught pre/post integration in Hattiesburg. 

        This research examines the historical implications of these events through the oral histories of the Black women who taught in these very classrooms. By centering their stories and experiences, we can develop a more accurate historic record that represents their voices and guides us in how to best remedy current day concerns in education. This oral evidence will allow us to add to the scant research currently available, build upon the existing research, and ensure that the contributions and advancements that occurred in large part due to the efforts of these women, is recorded for future generations.

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Ed.D., University of Illinois Urbana-Champaign

Doctoral degree. Education/Policy/Organization & Leadership

Concentration in Diversity/Equity/Inclusion.


Masters of Science, Emporia State University

Masters of Science. Gifted Education degree and certification.


Masters of Education, DePaul University

Masters of Education.

Secondary teaching certification- English and Social Studies. ESL certification. Gifted certification. Diversity/Equity/Inclusion certification.


Bachelor of Arts, National-Louis University

Bachelor of Arts in English Literature. Minor in psychology.

Skills & Qualities

Though I have learned so much from being in the professional world of education, many of my skills have been built from research and the interactions with my students. I value life long learning, mentorship, communication, and the importance of listening to the stories and perspectives of others.

Listening & Collaboration

The ability to listen and collaborate are skills that transcend to various work environments and my role in both education and diversity/equity/inclusion.



My compassion for others, makes mentoring an important skill and quality that has been a thread throughout my career. Mentoring students throughout their educational careers is one of the most important accomplishments.

Louder Than a Bomb KC Arts Council

James Baldwin

"Not everything that is faced can be changed, but nothing can be changed until it is faced."

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