Sign In / Sign Out
Navigation for Entire University
- ASU Home
- My ASU
- Colleges and Schools
- Map and Locations
This project of doctoral study represents the strong collaboration possible between institutions of higher education and American Indian communities in co-creating and co-developing doctoral training programs that honor community needs and priorities to recognize and nurture the capacity of individuals as change agents in the work of addressing some of the most historically marginalized populations, including vulnerable children and families. In addition to the work of Dr. Sumida Huaman and Dr. Brayboy, this project would not be possible without the dedication and support of the following individuals, as well as the leadership of Arizona State University, such as ASU President Michael Crow and Senior Vice-President of University Affairs and Chief of Staff to the President, James O’Brien.
Mary Margaret Fonow (SST Director): Mary Margaret Fonow, professor of Women and Gender Studies, is founding director of the School of Social Transformation. Fonow is an international leader in the field of women’s studies and has been active in the formation and development of the field for the past 40 years. She provides leadership for the research training of doctoral students and is a member of the UNESCO Women and Gender Research Network. In the past Fonow has conducted comparative research on workplace change and its impact on labor activism in the U.S., Canada and Australia and has more recently been analyzing the role union feminists are playing transnationally to secure basic labor rights for women in the global economy. She is interested in how union women developed a sense of themselves as transnational actors and how they build alliances and coalitions across national boundaries and between the labor movement and the women’s movement. Her current research focuses on embodied activism, somatic education and mindfulness, and she hopes to develop a new model of transformational leadership. Fonow is actively engaged with students in the classroom and in helping students produce new research that is informed by an understanding of the intersection of justice with gender, race, class and sexuality. Fonow believes the School of Social Transformation is the ideal location to prepare students to make a difference in the world.
Elizabeth Blue Swadener (SST Associate Director for Faculty Development and Graduate Student Mentoring): Beth Blue Swadener is a professor of Justice and Social Inquiry and associate director of the School of Social Transformation at Arizona State University. Her research focuses on internationally comparative social policy, with focus on sub-Saharan Africa, impacts of neoliberal policy on local communities, and children’s rights and voices. She has published ten books, including Reconceptualizing the Early Childhood Curriculum; Children and Families “At Promise”; Does the Village Still Raise the Child?; Decolonizing Research in Cross-Cultural Context, Power and Voice in Research with Children, and (most recently), Children’s Rights and Education. Swadener serves as associate editor of the American Educational Research Journal. Beth is a co-founder of the Jirani Project, serving vulnerable children in Kenya (jiraniproject.org); the international group Reconceptualizing Early Childhood Education (RECE) (receinternational.org); and the ASU student/community organization Local to Global Justice (localtoglobal.org). Swadener is active in several child advocacy organizations in Arizona, including Children’s Action Alliance, the Association for Supportive Child Care, and The Crisis Nursery. She has facilitated unlearning oppression/ally workshops for over two decades. Swadener was awarded the Bloch Distinguished Career Award from RECE in 2013 and in 2012 received ASU’s Outstanding Doctoral Mentor Award.
Mary Romero (former Head of Faculty, Justice and Social Inquiry): Mary Romero is Professor of Justice Studies and Social Inquiry at Arizona State University and Affiliate of Women and Gender Studies, Asian Pacific American Studies and African and African American Studies. She received the American Sociology American Section on Race and Ethnicity Minorities 2009 Founder’s Award [Recognize career excellence in scholarship and service]. In 2004, she received the Society for the Study of Social Problems’ Lee Founders Award 2004, the highest award made by the Society for the Study of Social Problems for a career of activist scholarship. She is a former Carnegie Scholar, Pew National Fellowship for Carnegie Scholars, Carnegie Academy for the Scholarship of Teaching and Learning. She is the author of The Maid’s Daughter: Living Inside and Outside the American Dream (NYU Press, 2011) and Maid in the U.S.A. (Routledge, 1992, Tenth Anniversary Edition 2002 ) and co-editor of Blackwell Companion to Social Inequalities (Blackwell 2005),Latino/a Popular Culture (NYU Press 2002), Women’s Untold Stories: Breaking Silence, Talking Back, Voicing Complexity (Routledge, 1999),Challenging Fronteras: Structuring Latina and Latina Lives in the U.S. (Routledge, 1997), and Women and Work: Exploring Race, Ethnicity and Class (Sage, 1997). Her most recent articles are published in Indiana Law Journal, Aztlán, International Journal of Sociology of the Family, Critical Sociology, Contemporary Justice Review, Critical Sociology, Law & Society Review, British Journal of Industrial Relations, Villanova Law Review, and Cleveland State Law Review. She served on the Law and Society Association Board of Trustees (Class of 2008) and the Council of the American Sociological Association (2007-2009). She serves on the international editorial board of Brill’s “Critical Studies in Social Science” and National Review Board of Meridians: Feminism, Race, Transnationalism. Her research focuses on the unequal distribution of reproductive labor as a paid commodity and its role in reproducing inequality among families within countries and between nations. Embedded in feminist legal scholarship on caregiving, this research explores questions from a legal perspective: is work primarily an artifact of family law, or should it be examined through the lens of employment law? Her research also includes writings on social inequalities and justice that incorporate the intersectionality of race, class, gender, and citizenship and links the parallels between domestic gendered race relations and immigration and identifies the continuum between racism against citizens and racism against noncitizens.
Daniel Schugurensky (Head of Faculty, Justice and Social Inquiry): Daniel Schugurensky is a professor in the School of Public Affairs and in the School of Social Transformation at Arizona State University, where he is co-director of the Participatory Governance Initiative and coordinator of the graduate certificate in social transformation, the undergraduate certificate in human rights, and the masters in social and cultural pedagogy. Among his recent authored or edited books are Volunteer Work, Informal Learning and Social Acion (Rotterdam: Sense, 2013), Paulo Freire (Continuum Library of Educational Thought. London: Continuum, 2011), Learning citizenship by practicing democracy: international initiatives and perspectives (Cambridge Scholarly Press, 2010), Four in Ten: Spanish-Speaking Youth and Early School Leaving in Toronto (LARED/University of Toronto, 2009), and Ruptures, continuities and re-learning: The political participation of Latin Americans in Canada (Toronto: Transformative Learning Centre, 2007). He has published over 100 articles, book chapters and technical reports on a variety of topics, including adult education, community development, participatory democracy, citizenship education, social economy, civic engagement, higher education, migration, and volunteer work.
Diane Humetewa (former Special Advisor to the President for American Indian Affairs): Diane Humetewa is a member of the Hopi Indian Tribe located in northeastern Arizona. She was the U.S. Attorney for the District of Arizona from 2006 – 2009. She was the first Native American female to be presidentially appointed to that position, where she presided over one of the largest U.S. Attorney Offices with one of the highest caseloads in the nation. Professor Humetewa’s legal career includes working in the private sector representing tribal government clients as a federal Indian law and natural resources law attorney. She also served as an Assistant U.S. Attorney, prosecuting a wide variety of federal crimes, including violent crimes in Indian Country, Native American cultural crimes and archeological resource crimes. In 2001, she was promoted to Senior Litigation Counsel/Tribal Liaison where she fostered relationships between the office and Arizona’s Indian tribes while managing a caseload. She also supervised the U.S. Attorney’s Victim Witness Program. In the 1980s, she helped to establish one of the first federal victim services programs in the nation. Professor Humetewa’s career also includes testifying before U.S. Congress and the U.S. Sentencing Commission. She has also served as counsel to the U.S. Senate Committee on Indian Affairs, counsel to the Deputy Attorney General for the U.S. Justice Department, as a member of the U.S. Sentencing Guideline Commission, Native American Advisory Committee, and as an Appellate Court Judge for the Hopi Tribe. She is a presidentially appointed member of the Board of Directors for the Morris K. and Stewart L. Udall Foundation, and a board member for The Nature Conservancy in Arizona and The National Indian Justice Center. She recently served as chairperson for the Arizona U.S. Magistrate Judge Merit Selection Committee. In 2014 Professor Humetewa became the first American Indian woman to serve as a U.S. federal judge and will serve in the federal District Court of Arizona.
Regent LuAnn Leonard (ASU Regent): Special acknowledgement goes to Regent Leonard for her support of this project. Governor Janet Napolitano appointed LuAnn Leonard to an eight-year term on the Arizona Board of Regents in January 2008. Regent Leonard is the first Native American to be appointed to the board. She currently chairs the Academic and Student Affairs Committee and the Regents’ Award Selection Committee. Regent Leonard is the executive director of the Hopi Education Endowment Fund (HEEF), which provides educational opportunities for the Hopi people. Prior to her work with HEEF, Regent Leonard spent more than 22 years working with the Hopi Tribe in positions ranging from Higher Education Counselor, Higher Education Director and Director of Youth Affairs, to serving as an Assistant to the Chairman of the Tribe focusing on health and human service issues. Regent Leonard participates in several academic and professional organizations such as the Arizona Tri-Universities for Indian Education (ATUIE), Native Americans in Philanthropy and the Arizona Women’s Forum. She graduated from Northern Arizona University in 1983. Regent Leonard resides in Polacca, Arizona; a community in Navajo County on the Hopi Reservation. She is a descendant of the Tohono O’odham Nation and is of the Alwungwa (Deer) Clan from the Village of Sichomovi. Regent Leonard’s husband, Bernard, is an elementary school teacher, and they have two children.
Equally critical to this project’s development is the vision for doctoral education set forth by The Leadership Institute at the Santa Fe Indian School and the 19 Pueblo Indian Governors of New Mexico. Special acknowledgement goes to former Governor of Kewa (Santo Domingo Pueblo) and former Superintendent of the Santa Fe Indian School, Everett Chavez, and former Chairman of the All Indian Pueblo Council, Chandler Sanchez (Acoma Pueblo). Without the vision, knowledge of Pueblo peoples and communities, and dedication to capacity nurturance of the following people, this project would also not have been possible.
Carnell Chosa (Co-Director and Co-Founder, The Leadership Institute at the Santa Fe Indian School): Carnell Chosa is from Jemez Pueblo, New Mexico. He received his undergraduate degree from Dartmouth College and his Masters degree from Harvard University’s Graduate School of Education. After four years as a Planner for the New Mexico Office of Indian Affairs, Carnell assisted a friend to start a business that created educational programs for Indian Elders across the country. He co-founded and co-directs The Leadership Institute and the Summer Policy Academy, projects housed at the Santa Fe Indian School. He was recently at the Chamiza Foundation as a Fellow under the First Nations LEAD program. He was a founding board member of the Walatowa Charter High School in Jemez Pueblo and currently serves on the board of the Santa Fe International Folk Art Market, Chamiza Foundation, as an Advisory Member on the Native American Advised Fund at the Santa Fe Community Foundation and on the Global Center for Cultural Entrepreneurship.
Regis Pecos (Co-Director and Co-Founder, The Leadership Institute at the Santa Fe Indian School): Regis Pecos was born and raised at Cochiti Pueblo and is a lifetime member of the Traditional Tribal Council. He has been a Council member since 1978 and has served terms as Governor as well as Lt. Governor. Mr. Pecos has spent much of his professional life advancing the interests of American Indian citizens at the tribal, state and national levels. Previous posts include Executive Director of the New Mexico Office of Indian Affairs (a position he held for 16 years under four governors of the State of New Mexico), Economic Development Specialist and Director of Research for Americans for Indian Opportunity and Instructor at the Institute for the Development of Indian Law. Currently, Mr. Pecos is the Chief of Staff for the Governor of the State of New Mexico. Mr. Pecos also has served on numerous committees, boards and task forces at all levels of government. At Cochiti, he has been a member of the Economic Development Review Committee, the Environmental Review Committee, the Education Task Force and the Land Reacquisition Task Force; in the latter role, he led the fight to return over 35,000 acres of land to the Pueblo’s control. Beyond his service to the Pueblo, Mr. Pecos has been a member of the Bernalillo Public Schools Board of Education and the Santa Fe Indian School Board, which he served as Chairman for 12 years. He has served the State of New Mexico and U.S. government as a member of the Governor’s Council of Policy Advisors on Rural Economic Development, the Planning Committee for the National Indian Policy Institute, the National Task Force on Cultural Resource and Rights Protection and the National Environmental Protection Agency Pollution Prevention Environmental Education Task Force. In 1996, Mr. Pecos became the first American Indian to be appointed as a member of the Board of Trustees for Princeton University. In 1999, he received New Mexico’s highest honor, as he was named New Mexico’s Distinguished Public Servant.Mr. Pecos received a B.A. in history and political science in 1977 from Princeton University and is currently a Ph.D. candidate at the University of California, Berkeley. He is also the Director and co-founder of the New Mexico Leadership Institute and is devoted to bringing Native people of New Mexico together in forums to discuss the issues challenging the indigenous nations.
Patricia Sandoval (Director of Planning and Evaluation, Santa Fe Indian School):Patricia Sandoval is the Director of Planning and Evaluation at SFIS. She is from the village of Paguate, the Pueblo of Laguna. She attended Paguate Day School until the 4th grade when her family relocated to the small town of Bernalillo due to her father’s work as a BIA police officer. She attended Catholic school, Our Lady of Sorrows in Bernalillo, and then St. Catherine’s Indian School of which she is a graduate—all the while spending weekends and summers at home in Laguna. Sandoval holds a B.S. in Biology from New Mexico State University, a BS from the College of Santa Fe where she earned her teaching credential, a Master’s in Educational Leadership from New Mexico Highlands University, and is a Ph.D. student in Education at New Mexico State University. Her teaching experience includes college-level Anatomy and Physiology at Standing Rock Community College in North Dakota, 9th-12th grade Chemistry, Physical Sciences and Physics at St. Catherine’s and Chemistry, Physics and creating Ethnobotany at SFIS. Administratively, as a graduate of the Cultivating Our Own to Lead (COOL) Program at SFIS, Sandoval has been giving back to tribal communities in New Mexico over the past decade, most notably as the Assistant Principal/Principal of the Walatowa High Charter School. She helped to establish WHCS, working closely with the Tribal Education Department. At SFIS, prior to her role in Planning and Evaluation, Sandoval designed the Evening Learning Program. Part of the 21st Century program at SFIS today is based on that original concept. In addition to her administrative leadership, Sandoval recounts classroom successes as major career highlights. With her own mentor, former Georgetown University science professor, Dr. Hammer, she and her Ethnobotany course completed extraordinarily complex tasks that merged organic chemistry class into a multi-science course grounded in culturally-rooted curriculum. Valuing plant and medicinal knowledge in communities first, students engaged in complicated work through a Native lens that Sandoval identifies as constructivist pedagogy. Through this work, she and her students discovered an antibiotic, so at the end of the course, students were rewarded with the joy of discovery.
Elizabeth Sumida Huaman, Ed.D. (Wanka/Quechua) Elizabeth Huaman is an assistant professor of Indigenous education in Justice and Social Inquiry in the School of Social Transformation. She is affiliated faculty with the ASU Center for Indian Education and Mary Lou Fulton Teachers College. Her research focuses on the link between Indigenous lands, languages, cultural practices, and education. She works closely with Indigenous communities and schools on educational development through community-based research initiatives in the U.S., Canada, and Peru. Her current projects include studies of global education and Indigenous higher education, Indigenous schooling in the Americas, and Indigenous youth in rural communities. She is the Principal Investigator for the Pueblo Doctoral Cohort Project. She holds a BA from Dartmouth College, Ed.M. from Harvard University and an Ed.D. in International Educational Development from Teachers College, Columbia University.
Bryan McKinley Jones Brayboy (Lumbee) Bryan Brayboy is President’s Professor and Borderlands Professor of Indigenous Education and Justice in the School of Social Transformation at Arizona State University. At ASU, he is Special Assistant to the President for American Indian Affairs, Director of the Center for Indian Education, Associate Director of the School of Social Transformation, and co-editor of the Journal of American Indian Education. He also has affiliations with the Mary Lou Fulton Teachers College, American Indian Studies, and the Department of English. From 2007 to 2012, he was Visiting President’s Professor of Indigenous Education at the University of Alaska Fairbanks. His research focuses on the experiences of Indigenous students, staff, and faculty in institutions of higher education, Indigenous Knowledge Systems, and Indigenous Research Methodologies. He is the author of publications on these topical areas, having published in journals like the Harvard Educational Review, Review of Research in Education, Anthropology of Education Quarterly, Review of Educational Research, American Journal of Education, Urban Review. He has author and editor of five book-length manuscripts, most recently serving as the lead author of Postsecondary Education for American Indian and Alaska Natives: Higher Education for Nation Building and Self-Determination (Wiley-Blackwell).