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Transforming Education Speaker Series

The following events are free-of-charge and open to the public. Don’t forget to request a parking permit.

 

“Indigenizing Pedagogies: Sacred Landscapes as Transformative Praxis”

Thursday, May 17, 2018 | 5-6 p.m.

Marshall Room, Christensen Center

 

ASSISTANT PROFESSOR JEREMY GARCIA

Teaching, Learning & Sociocultural Studies & American Indian Studies-GDIP

University of Arizona

 

Jeremy Garcia, is a faculty member in the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona. He is a member of the Hopi/Tewa Tribes of Arizona. He was an Assistant Professor in the School of Education’s Department of Curriculum and Instruction at the University of Wisconsin-Milwaukee (UWM). He was also an Endowed Professor of the Electa Quinney Institute for American Indian Education at UWM. His research focuses on culturally responsive curriculum, pedagogy, teacher education, and family and community engagement among Indigenous education. Grounded in critical indigenous research methodologies, his previous research analyzed curriculum and pedagogy in Indigenous education through an interactive process with Hopi and Tewa educators. His recent research examined how Indigenous parents and educators contextualize the process and experience of engaging with opportunities to collaborate with educators in a schooling context located in an urban setting in the Midwest. He continues to support tribal communities, educators and programs on curriculum development that is grounded in Indigenous knowledge systems, such as the Hopi Kuuyi (Water) Curriculum and the Hopi Natwani (traditional farming) curriculum in Arizona. He has experience as an elementary school teacher and parent involvement coordinator on the Salt River Pima-Maricopa Indian Reservation, in Arizona. He is a member of the editorial board for the Mellon Tribal College Research Journal and a board member of the Hopi Education Endowment Fund. He received his undergraduate degree in Elementary Education from Northern Arizona University, his M.A. in Curriculum and Instruction from Michigan State University and his Ph.D. in Curriculum Studies from Purdue University. While at Purdue University, he held a vital role in the development of the first Native American Educational and Cultural Center at Purdue University.

 

“Indigenous Social Justice Pedagogy: Teachers as Nation-Builders”

Friday, May 18, 2018 | 11 a.m.-12 p.m.

Room 250, Hagfors Center

 

ASSISTANT PROFESSOR VALERIE SHIRLEY

Teaching, Learning & Sociocultural Studies & American Indian Studies-GDIP

University of Arizona

 

Valerie Shirley is an Assistant Professor in the Department of Teaching, Learning and Sociocultural Studies. She received her Ph.D. in Curriculum Studies from Purdue University and M.S. degree in Curriculum and Instruction from the University of Wisconsin-Madison. Upon receiving her B.A. degree in Elementary Education from Arizona State University, she taught in two elementary schools located in two Indigenous communities in Arizona. She is a member of the Diné Nation (Ma’iideeshgizhinii, Tsinaajinni, Todich’iinii and Honaghaanii clans) which continues to shape her research and pedagogical interests. As such, her previous research work engaged Diné youth in the process of decolonization to critically examine their identities in relation to history and the Diné epistemology. Her research interests are within the areas of critical Indigenous pedagogy, social justice pedagogy, youth empowerment, curriculum development, teacher education and Indigenous education.

Prior to her arrival at the UA, she worked with diverse preservice teachers at the University of Wisconsin-Milwaukee and Purdue University; relying on the frameworks of critical multicultural education and social justice to support equitable learning experiences for students while encouraging educators to keep issues such as race, class, gender, sexuality, culture and language at the forefront of curriculum and instruction.

 

Sponsored by Graduate Programs in Education at Augsburg University, Department of American Indian Studies, and American Indian Student Services