To contact the SIG, please send an email to individual board members or email the SIG at cesjsig at gmail.com. To be included on our listserv, please email one of the communications co-chairs. To share job postings with CESJ members, please post them on our Facebook page.
Subini Ancy Annamma
Co-Chair
Subini Ancy Annamma Ph.D., is an Associate Professor at Stanford University. Before her doctoral studies, she was a special education teacher in both public schools and youth prisons. All of her research in the academy focuses on increasing access to equitable education for multiply-marginalized communities. She critically examines the mutually constitutive nature of racism and ableism, how they interlock with other marginalizing oppressions, and how these intersections impact education in urban schools, youth prisons, and teacher education. Dr. Annamma’s book, The Pedagogy of Pathologization (Routledge, 2018) focuses on the education trajectories of incarcerated disabled girls of color. She is also a Ford Postdoctoral Fellow for the 2018-19 school year hosted at UCLA.
Co-Chair
Subini Ancy Annamma Ph.D., is an Associate Professor at Stanford University. Before her doctoral studies, she was a special education teacher in both public schools and youth prisons. All of her research in the academy focuses on increasing access to equitable education for multiply-marginalized communities. She critically examines the mutually constitutive nature of racism and ableism, how they interlock with other marginalizing oppressions, and how these intersections impact education in urban schools, youth prisons, and teacher education. Dr. Annamma’s book, The Pedagogy of Pathologization (Routledge, 2018) focuses on the education trajectories of incarcerated disabled girls of color. She is also a Ford Postdoctoral Fellow for the 2018-19 school year hosted at UCLA.
Tanja Burkhard
Fiscal Co-Chair
Tanja Burkhard is a Postdoctoral Associate in the School of Education at the University of Pittsburgh. Tanja’s research agenda examines the intersections of language/literacy, racialization and immigration through a women of color feminist, anticolonial lens. These focal areas emerged from her experiences as a foreign language and English as a Second Language instructor in Germany, Turkey, and the United States. Her most recent work examines the methodological implications of working with immigrant, undocumented and refugee populations for qualitative educational research.
Fiscal Co-Chair
Tanja Burkhard is a Postdoctoral Associate in the School of Education at the University of Pittsburgh. Tanja’s research agenda examines the intersections of language/literacy, racialization and immigration through a women of color feminist, anticolonial lens. These focal areas emerged from her experiences as a foreign language and English as a Second Language instructor in Germany, Turkey, and the United States. Her most recent work examines the methodological implications of working with immigrant, undocumented and refugee populations for qualitative educational research.
derria byrd
Fiscal Co-Chair
derria byrd is an assistant professor at Marquette University in Milwaukee. She is a critical scholar of higher education and draws on sociology of education and critical theory to examine the forces that hinder and facilitate progress toward equity for folks from marginalized backgrounds. derria's current research centers the experiences of first generation academics who were the first in their families to attend college and now serve as faculty members, administrators, or other professionals. As an educator, derria aims to help students see the world around them through critical eyes and to ask questions about history, knowledge, and lived experiences they haven't been exposed to--often intentionally. She hopes this awareness will help them engage in justice oriented practice in the educational spaces they go on to inhabit.
Fiscal Co-Chair
derria byrd is an assistant professor at Marquette University in Milwaukee. She is a critical scholar of higher education and draws on sociology of education and critical theory to examine the forces that hinder and facilitate progress toward equity for folks from marginalized backgrounds. derria's current research centers the experiences of first generation academics who were the first in their families to attend college and now serve as faculty members, administrators, or other professionals. As an educator, derria aims to help students see the world around them through critical eyes and to ask questions about history, knowledge, and lived experiences they haven't been exposed to--often intentionally. She hopes this awareness will help them engage in justice oriented practice in the educational spaces they go on to inhabit.
|
Nini Hayes
Co-Chair Nini Hayes is an Assistant Professor in Environmental Education and affiliated faculty for the Education for Social Justice program at Western Washington University. Their teaching, learning, and research is centered on equity, justice in education, and the laboring of critical and justice-centered faculty of color, their work both within and beyond the academy. Prior to graduate school, they were a former fifth grade teacher and environmental educator. They have been both a participant and planner for both the CESJ Graduate Student Forum and Early Career Scholars Forum and look forward to AERA 2019 in Toronto. |
Denisha Jones
Communications Co-Chair
Denisha Jones is the Director of the Art of Teaching Program at Sarah Lawrence College. She began her career as a kindergarten teacher in Washington DC before working as a pre-school director and spending the past 15 years in teacher education. Her research interests include: (1) Organizing activist research projects that challenge dominant deficit views of Black children and the Eurocentric curriculum; (2) Documenting the value of play as a tool for liberation with an emphasis on global approaches to play, and (3) Leveraging the intersection of public policy, social movement lawyering, and critical social justice education to dismantle the neoliberal assault on public education.
Communications Co-Chair
Denisha Jones is the Director of the Art of Teaching Program at Sarah Lawrence College. She began her career as a kindergarten teacher in Washington DC before working as a pre-school director and spending the past 15 years in teacher education. Her research interests include: (1) Organizing activist research projects that challenge dominant deficit views of Black children and the Eurocentric curriculum; (2) Documenting the value of play as a tool for liberation with an emphasis on global approaches to play, and (3) Leveraging the intersection of public policy, social movement lawyering, and critical social justice education to dismantle the neoliberal assault on public education.
Ruth Lopez
Communications Co-Chair
Ruth M. López, Ph.D. is an Assistant Professor in the Department of Educational Leadership & Policy Studies in the College of Education at the University of Houston. She earned a PhD in Educational Foundations, Policy, and Practice at the University of Colorado Boulder (CU-Boulder) in 2015. Her research agenda centers on examining the educational experiences, opportunities, and outcomes of students of color along the P-20 pipeline—specifically focusing on Latinx and immigrant students. She examines immigration policy and its implications on education, where she aims to contribute to scholarship that illuminates how immigration policy intersects with education in order to identify policies and practices that can remove the barriers that immigrant students and families face in both K-12 and higher education institutions. She was named a 2019 American Association of Hispanics in Higher Education (AAHHE) Fellow.
Communications Co-Chair
Ruth M. López, Ph.D. is an Assistant Professor in the Department of Educational Leadership & Policy Studies in the College of Education at the University of Houston. She earned a PhD in Educational Foundations, Policy, and Practice at the University of Colorado Boulder (CU-Boulder) in 2015. Her research agenda centers on examining the educational experiences, opportunities, and outcomes of students of color along the P-20 pipeline—specifically focusing on Latinx and immigrant students. She examines immigration policy and its implications on education, where she aims to contribute to scholarship that illuminates how immigration policy intersects with education in order to identify policies and practices that can remove the barriers that immigrant students and families face in both K-12 and higher education institutions. She was named a 2019 American Association of Hispanics in Higher Education (AAHHE) Fellow.
Elizabeth Mendoza
Program Co-Chair
Elizabeth Mendoza is a Postdoctoral Fellow in the School of Education at the University of California, Irvine, where she is working on co-creating a professional development framework that fosters equity in math classrooms alongside teachers, community members and researchers. Her scholarship intersects several research traditions, including learning sciences, sociocultural psychology, critical race theory, and participatory action research to support educators in developing practices that challenge unexamined ideologies and re-imagining new practices toward transformative ends. Elizabeth is the co-editor of Power, Equity and (Re)Design: Bridging learning and critical theories in learning ecologies for youth.
Program Co-Chair
Elizabeth Mendoza is a Postdoctoral Fellow in the School of Education at the University of California, Irvine, where she is working on co-creating a professional development framework that fosters equity in math classrooms alongside teachers, community members and researchers. Her scholarship intersects several research traditions, including learning sciences, sociocultural psychology, critical race theory, and participatory action research to support educators in developing practices that challenge unexamined ideologies and re-imagining new practices toward transformative ends. Elizabeth is the co-editor of Power, Equity and (Re)Design: Bridging learning and critical theories in learning ecologies for youth.
Oscar Navarro
Program Co-Chair
Oscar Navarro is an Assistant Professor of Secondary Education at California Polytechnic State University, San Luis Obispo. His experience as a high school teacher in South Central Los Angeles and involvement in the People’s Education Movement inform his scholarship on improving the teaching and learning for students of Color in secondary schools. Oscar is also a Faculty Associate for Cal Poly's Office of University Diversity and Inclusion and a steering committee member for the Central Coast Coalition for Undocumented Student Success. He has participated in CESJ's Graduate Student Forum and Early Career Scholar Forum.
Program Co-Chair
Oscar Navarro is an Assistant Professor of Secondary Education at California Polytechnic State University, San Luis Obispo. His experience as a high school teacher in South Central Los Angeles and involvement in the People’s Education Movement inform his scholarship on improving the teaching and learning for students of Color in secondary schools. Oscar is also a Faculty Associate for Cal Poly's Office of University Diversity and Inclusion and a steering committee member for the Central Coast Coalition for Undocumented Student Success. He has participated in CESJ's Graduate Student Forum and Early Career Scholar Forum.
Many thanks to past Board members for their hard work and dedication!