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Culture, Society & Education faculty
The School of Social Transformation is growing and we are pleased to announce the addition of a fifth faculty unit in fall 2010. Thirteen faculty members have joined the School who are focused on culture, society and education. Involved in groundbreaking, socially embedded research, they are on the frontlines in achieving sustainable positive change for our local and global communities:
Alfredo J. Artiles is a Professor whose interdisciplinary scholarship examines the ways cultural practices and ideologies of difference mediate school responses to students’ abilities and needs. His research also focuses on teacher learning for social justice. Dr. Artiles has published extensively for general, bilingual, and special education audiences. His work has been published or reprinted in English, Spanish, French, and Hungarian. He is Editor (with T. Wiley) of the International Multilingual Research Journal (Taylor & Francis), and edits (with E. Kozleski) the book series Disability, Culture, & Equity (Teachers College Press). Dr. Artiles has made over 240 professional presentations in the U.S., Latin America, Africa, and Europe. He is Vice President of the American Educational Research Association’s (AERA) Division on the Social Contexts of Education (2009-2011), an AERA Fellow, a Spencer Foundation/National Academy of Education Postdoctoral Fellow, and a Resident Fellow at the Center for Advanced Study in the Behavioral Sciences (Stanford University). His work has been supported by the U. S. Department of Education, the Spencer Foundation, the University of California’s Linguistic Minority Research Institute, Vanderbilt University’s Learning Sciences Institute, the University of California’s Research Expeditions Program, the University of Virginia's Center for Minority Research in Special Education, and the Motorola Foundation. Dr. Artiles has been an advisor/consultant to organizations or projects such as Harvard’s and UCLA’s Civil Rights Project, the National Academy of Education, the Annenberg Institute for School Reform (Brown University), the Council for Exceptional Children, the American Association on Mental Retardation, the Southern Poverty Law Center, and the Joseph P. Kennedy Jr. Foundation. He was selected the 2009 Distinguished Alumnus by the University of Virginia’s Curry School of Education Foundation. [download CV]
Angela Arzubiaga is an associate professor who received her Ph.D. from The University of California at Los Angeles. She has also received the University of California President's Postdoctoral Fellowship and an International Society for the Study of Behavioral Development (ISSBD) award. Her research focuses on the education of children of immigrants, eco-cultural and sociocultural perspectives on family life and home-institution connections, and immigrant families' adaptations. Currently she is a Spencer and Bernard Van Leer investigator on the Children of Immigrants in US Preschool: Parent and Teacher Perspectives and the Children Crossing Borders (CCB) studies.
Bryan Brayboy is an associate professor whose scholarship, teaching, and service centers on underrepresented students and faculty in higher education. His research focuses on the strategies used to achieve academic success by American Indian college students, and the cultural, emotional, psychological, political, and financial costs and benefits of this academic success. In 2002, he founded the University of Utah American Indian Teacher Training Program, which aims to prepare indigenous educators to return to their communities and work with Indigenous children.
Elizabeth Kozleski is a professor whose work in the area of systems change for equity, inclusive education, and professional learning for urban schools is well recognized nationally and internationally. She holds the UNESCO Chair in Inclusive International Research. Her research interests include the analysis of models of systems change in urban and large school systems, how teachers learn in practice in complex, diverse school settings, how multicultural educational practices in the classroom improve student learning and the impact of professional learning schools on student and teacher learning. Currently, she leads two national, technical assistance and dissemination centers: for principals in helping to build inclusive schools, NIUSI-LEADSCAPE (www.niusileadscape.org); and for schools, districts, and states improving equity practices in classrooms, schools, and systems, the Equity Alliance at ASU, the Region IX Equity Assistance Center (www.equityallianceatasu.org). Dr. Kozleski co-edits a books series for Teachers College Press on Disability, Culture, and Equity. The author of more than 100 articles and books, Dr. Kozleski's expertise has been recognized through her work with many national and international organizations including the Council for Exceptional Children (CEC), the Teacher Education Division (TED), the American Association of Colleges of Teacher Education (AACTE), the Colorado Partnership for Educational Renewal, the National Center for Educational Outcomes (NCEO), the American Institutes for Research, the National Board for Professional Teaching Standards (NBPTS), TASH, and a variety of state Departments of Education. [download CV]
Teresa McCarty is the Alice Wiley Snell Professor of Education Policy Studies. An educational anthropologist, she has been a curriculum developer, teacher, and coordinator of American Indian education programs at the local, state, and national levels. Between 1989 and 2004, she served as professor and head of the Department of Language Reading and Culture, interim dean of the College of Education, and co-director of the American Indian Language Development Institute, all at the University of Arizona. Her research and teaching focus on Indigenous/language minority education, language education planning and policy, critical literacy studies, and ethnographic methods in education. A 1993-1997 Kellogg National Fellowship expanded this work to include minority language rights in Latin America, Canada, and Europe. She has published widely on these topics, including guest editing theme issues of the Bilingual Research Journal, Practicing Anthropology, Journal of American Indian Education, and International Journal of the Sociology of Language. She is past president of the Council on Anthropology and Education in the American Anthropological Association, the former editor of Anthropology and Education Quarterly, and she directs a large-scale study of the impacts of Native language loss and retention on American Indian students' school achievement. Her recent books include Language, Literacy, and Power in Schooling (Erlbaum, 2005), A Place To Be Navajo: Rough Rock and the Struggle for Self-Determination in Indigenous Schooling (Erlbaum, 2002), One Voice, Many Voices - Recreating Indigenous Language Communities (with O. Zepeda, Center for Indian Education, 2006), and To Remain an Indian: Lessons in Democracy from a Century of Native American Education (with K. T. Lomawaima, Teachers College Press, 2006). In November 2010, McCarty was recognized with the nation's top honor in educational anthropology, the George and Louise Spindler Award, presented at the annual meeting of the American Anthropological Association. She is the recipient of the 2011-2012 NEH resident scholar fellowship at the School for Advanced Research in the Humanities in Santa Fe. At ASU, she teaches courses on Ethnography and Language Policy, Anthropology and Education, International Perspectives on Indigenous Language Planning and Policy, and Introduction to Qualitative Research. [download CV]
Elsie Moore, professor, focuses on socialization and cognitive development, psychoeducational assessment, life-span developmental psychology, and behavior genetics. She has a B.A. in psychology and philosophy from Elmhurst College and M.A. and Ph.D. degrees from the University of Chicago, both in human development. She has written numerous books, monographs, and chapters on the role of ethnicity and social class in explaining children's test performance.
Kathy Nakagawa, head of faculty
Kathy Nakagawa is an associate professor and head of faculty for Asian Pacific American Studies in addition to her role as head of faculty for Culture, Society and Education. Her research explores the relationship between families and schools, and includes work on parent involvement and school reform, charter schools, family literacy programs and early childhood dual immersion programs. She received her doctorate from Northwestern University in Human Development and Social Policy.
Eunice Romero-Little is associate professor of Indigenous language education and applied linguistics. Her research areas encompass Indigenous language education, child language socialization, sociolinguistic inquiry, Indigenous language perpetuation, teaching and learning of Indigenous languages as second languages, and American Indian education. Her core areas are Indigenous language education, child language socialization, sociolinguistic inquiry, applied linguistics, and how children learn in and out of school.
Jenny Sandlin is an associate professor whose research interests focus on adult education, consumption, public pedagogy, informal learning, and various sites of ideological education. Her work also investigates consumer education, especially sites of public pedagogy, informal, and social movement learning centered on "unlearning" consumerism and anti-consumption social activism. Her work has recently appeared in the 2006 Curriculum and Pedagogy Conference Proceedings, and she has an article forthcoming in Teachers College Record. She has also published in the Journal of Curriculum and Pedagogy, Adult Education Quarterly, Adult Basic Education, Studies in the Education of Adults, the Canadian Journal for the Study of Adult Education and Women's Studies Quarterly. She serves on several journal editorial boards, including Adult Education Quarterly, the International Journal of Qualitative Studies in Education, and the International Journal of Lifelong Education.
Daniel Schugurensky is a professor whose academic interests cover four main areas: a) adult education theory, research, policy and practice; b) economic globalization, state restructuring and educational change; c) popular education, citizenship learning, participatory democracy, and social movements; d) relationships between educational institutions and communities, with focus on community development. His teaching interests include courses in adult education, sociology of education, education policies and politics, community development, research methods, citizenship learning, participatory democracy, and comparative and international education (with a focus on Latin America). Professor Schugurensky has been invited as visiting professor to several universities, including the University of California at Los Angeles, the University of British Columbia, the University of Córdoba, the University of Malta, the University do Vale do Rio dos Sinos (UNISINOS), the University of Victoria, and the University of Paris. He also serves or has served on the executive board of several academic associations, including the Canadian Association for Studies in Adult Education (CASAE), the Red de Investigadores sobre Educacion Superior (RISEU), the Citizenship Education Research Network (CERN), and the International Society of Comparative Adult Education (ISCAE).
Beth Swadener is a professor who focuses on social policy, anti-oppressive/ally strategies in early childhood contexts, and global policies linked to local lives in sub-Saharan Africa. She has published more than 9 books, including Children and Families “At Promise”: Deconstructing the Discourse of Risk and Power and Voice in Research with Children. She is currently involved in a collaborative, cross-national study of children’s rights and voice in policies affecting them and is a co-PI for the statewide First Things First external evaluation. [download CV]
Joe Tobin is professor emeritus of culture, society and education in the School of Social Transformation. His research interests include cross-cultural studies of early childhood education, immigration, children and the media, and qualitative research methods. Among his publications are the books Preschool in Three Cultures; Good Guys Don't Wear Hats; Remade in Japan; Making a Place for Pleasure in Early Childhood Education; and Pikachu's Global Adventure. He recently completed a sequel to Preschool in Three Cultures and is leading a major international project: Children Crossing Borders: Immigrant Parent and Staff Perspectives on Preschool. [download CV]
Larisa Warhol is an associate research professor with the Center for Indian Education and a recent graduate of the Ph.D. program in Educational Leadership and Policy Studies at Arizona State University. She received her M.S.Ed. in Intercultural Communication from the University of Pennsylvania and her B.A. in Classical Civilization from Yale University. Her research has encompassed language education policy; standards-based education reform; non-formal and community-based education programs; culturally-relevant education for under-served student populations and American Indian education policy. At ASU, she was part of a larger-scale IES-funded study on the nature and impact of Native language loss and retention on American Indian students’ academic achievement. Her dissertation research, which was funded by the Spencer Foundation, ASU’s Graduate College and the division of Educational Leadership and Policy Studies, was the first policy analysis on the development and impacts of the landmark federal legislation, the Native American Languages Act of 1990/1992. Her work and research has been published in TESOL Quarterly and Journal of Language, Identity and Education.