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Dr. Maribel Santiago

Dr. Santiago is the lead researcher of History TALLER and is an Assistant Professor of Justice and Teacher Education at the ���ߺ���. Dr. Santiago is also an affiliate of the Banks Center for Educational Justice and the American Ethnic Studies Department. She specializes in Latinx history education, specifically how people in the U.S. collectively remember the contributions of Latinx communities and the consequences of such depictions. 
 
Maribel earned an M.A. in History and a Ph.D. in History Education, both from Stanford University. She is the recipient of the 2019 National Council for the Social Studies Exemplary Research in Social Studies Award for her article in Cognition and Instruction.

Dr. Eliana Castro

Dr. Eliana Castro has over 10 years of experience teaching high school history and social studies in Rhode Island and Massachusetts, as well as teacher preparation courses at Michigan State University. Her research studies the role of race/ethnicity in K-12 settings, focusing on how scholars, teacher educators, practitioners, and other community members can both expose global racism through the curriculum and disrupt it in schools. She is interested in understanding and contributing to the teaching and learning of race/ethnicity, racism, and related issues of power, identity, and institutions. Her work examines how U.S. and world history curricula can promote nuanced representations of intersectional racial/ethnic identities, such as Afro-Latinidad. Her most recent research combines teacher and student experiences to probe theories of teaching and learning, racial identity formation, and racial literacy. Castro’s research has been published in the American Educational Research Journal, Journal of Teacher Education, The Social Studies, and most recently Teaching and Teacher Education. Castro’s co-authored article in the Journal of Research on Leadership Education, entitled ‘Twelve Years Unslaved: Lessons from Reconstruction and Brown for Contemporary School Leaders’ (Castro, Presberry, & Venzant Chambers, 2019) was selected the journal’s Article of the Year in 2020.

Dr. Jasmin Patrón Vargas

Assistant Professor in Multicultural Education
Department of Teaching, Learning, and Culture
School of Education & Human Development
Texas A&M University

patronvargas_j@tamu.edu

Dra. Patrón-Vargas is a Chicana born and raised in the South Side of Chicago. She is the daughter of immigrants who migrated from Guerrero, Mexico. She is a proud product of Chicago Public Schools, where she developed an initial interest in history, education, and social justice. Dra. Patrón-Vargas’ educational experiences as a first-generation Chicana, along with her professional experiences in K-12, led her to pursue a career in higher education.

Dra. Patrón-Vargas’ scholarship addresses the growing need to support schools and educators implementing Ethnic Studies K-12 courses. She approaches this goal with two interrelated lines of inquiry: educational policy and pedagogy. Using critical policy perspectives, her first area of research explores the development of Ethnic Studies educational policies in the K-12 Social Studies curriculum. Her second area of research draws on interdisciplinary perspectives in Teacher Education and Chicano/Latino Studies to examine the adoption of Ethnic Studies curriculum and instruction in secondary schools. Together, these two research projects contribute to the collective vision of educational spaces of joy and liberation through an Ethnic Studies lens.

As an action-oriented scholar, Jasmin has also established a reputation as a collaborator. She has collaborated on several education projects, including a national study on teaching Latinx topics in K-12 classrooms, the ethnic studies graduation requirement initiative at Washington State, and the History TALLER (pronounced tah-yĕr) research group. In recent years, Jasmin was selected as a Fellow for the American Association of Hispanics in Higher Education (AAHHE) and is the recipient of the King-Chavez-Parks Future Faculty Fellowship.

Dra. Patrón-Vargas is currently an Assistant Professor in Multicultural Education at Texas A&M University. She earned two Ph.Ds from Michigan State University, one in Teacher Education and a second in Chicano/Latino Studies. She holds a bachelor’s degree in Latin@ Studies and Gender and Women Studies from the University of Illinois at Urbana-Champaign and an MEd in Educational Policy Studies from the University of Illinois at Chicago.

Dr. Tadashi Dozono

Assistant Professor of History/Social Studies Education
California State University Channel Islands
Tadashi.dozono@csuci.edu

Tadashi Dozono is an associate professor of history/social science education at California State University Channel Islands. Tadashi’s research emphasizes accountability towards the experiences of marginalized students in social studies classrooms. His work applies ethnic studies, queer theory, cultural studies, and critical theory to center the theorizing that Black, Indigenous, People of Color, and LGBTQ students engage daily as a result of their marginalization. Tadashi draws on his experiences as a queer Japanese American cis-male and over twelve years of teaching social studies in New York City public schools. He received his PhD in social and cultural studies from UC Berkeley’s Graduate School of Education, where his dissertation focused on reframing “trouble-maker” students of color in world history classrooms from a deficit behavioral framework to appreciating trouble-making as an intellectual asset for classroom inquiry. Tadashi then applied his dissertation findings by returning to teach new civics and economics courses in Brooklyn, NY at a small public school focused on restorative justice. His research has been published in journals such as Critical Studies in Education, Theory & Research in Social Education, Race Ethnicity and Education, The History Teacher, The Social Studies, and Theory into Practice.

Samantha Weiman

Doctoral Student
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sweiman1@uw.edu

Samantha Weiman is a Ph.D. Candidate in the ���ߺ���'s Teaching, Learning, and Curriculum department with an emphasis on secondary social studies. She received her Master of Arts in Teaching Secondary Social Studies from Brown University in 2018. She taught a variety of social studies courses for 3.5 years in Providence, RI including World History, African Studies, Gender Studies, and Ethnic Studies. She has worked with community organizations and districts in Minnesota and Rhode Island to implement ethnic studies courses in middle and high schools. At the ���ߺ���, she works with preservice social studies teachers and teaches undergraduate education courses. Her research interests include Critical Whiteness Studies in high school social studies classrooms and ethnic studies pedagogies and curricula.