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Kristina Stamatis, University of Colorado Boulder - Honorable Mention

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Faculty of Education
York University
Toronto, Canada

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Term Assistant Professor of Education and Urban Studies
Barnard College

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Assistant Professor

Department of Educational Leadership
University of Connecticut

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Assistant Professor of Education
Stockton University
Affiliated Faculty Migration Studies and M.A. in Holocaust and Genocide Studies
Stockton University

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Assistant Teaching Professor at University of Colorado Boulder

Engage: CU Boulder's Center for Community Based Learning and Research

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Assistant Professor of Language and Literacies Education

University of Toronto, Ontario Institute for Studies in Education

Department of Curriculum, Teaching, and Learning

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Assistant Professor
Sonoma State University

English Department, English Education

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University of California Santa Cruz

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University of Virginia

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University of California Berkeley

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University of Virginia

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University of Colorado Boulder

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Temple University

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Winner: Segregation by Experience: Agency, Racism, and Learning in the Early Grades by Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove

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Winner: Segregation by Experience: Agency, Racism, and Learning in the Early Grades by Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove

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Purchase here: https://press.uchicago.edu/ucp/books/book/chicago/S/bo80675235.html

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Early childhood can be a time of rich discovery, a period when educators have an opportunity to harness their students' fascination to create unique learning opportunities. Some teachers engage with their students' ideas in ways that make learning collaborative--but not all students have access to these kinds of learning environments.

In Segregation by Experience, the authors filmed and studied a a first-grade classroom led by a Black immigrant teacher who encouraged her diverse group of students to exercise their agency. When the researchers showed the film to other schools, everyone struggled. Educators admired the teacher but didn't think her practices would work with their own Black and brown students. Parents of color-many of them immigrants-liked many of the practices, but worried that they would compromise their children. And the young children who viewed the film thought that the kids in the film were terrible, loud, and badly behaved; they told the authors that learning was supposed to be quiet, still, and obedient. In Segregation by Experience Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove show us just how much our expectations of children of color affect what and how they learn at school, and they ask us to consider which children get to have sophisticated, dynamic learning experiences at school and which children are denied such experiences because of our continued racist assumptions about them.

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Early childhood can be a time of rich discovery, a period when educators have an opportunity to harness their students' fascination to create unique learning opportunities. Some teachers engage with their students' ideas in ways that make learning collaborative--but not all students have access to these kinds of learning environments.

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Honorable Mention: Eclipse of Dreams: The Undocumented-Led Struggle for Freedom by Pedro Santiago Martinez, Claudia Muñoz, Mariela Nuñez-Janes, Stephen Pavey, Fidel Castro Rodriguez, Marco Saavedra

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Honorable Mention: Eclipse of Dreams: The Undocumented-Led Struggle for Freedom by Pedro Santiago Martinez, Claudia Muñoz, Mariela Nuñez-Janes, Stephen Pavey, Fidel Castro Rodriguez, Marco Saavedra

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Purchase here: https://www.akpress.org/eclipse-of-dreams.html

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JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

Special Price $12.00 was $16.00

Publisher: AK Press
Binding: pb
Pages: 160
Released: May 5, 2020
ISBN-13: 9781849353816

It's here! Now available at 25% off list price.
After the DREAM Act failed, many young undocumented activists understood that pinning their hopes on a piece of legislation had been a bad idea. They also saw that the DREAM Act would have fragmented communities, families, and social movements, because it designated only a subset of immigrants as worthy of assimilation (and its rewards), while others, who often lived under the same roof, would be further criminalized.

Eclipse of Dreams creatively tells the stories of a new generation of young people, awakened "Dreamers" who see the injustice built into the American dream. Using a collective writing process, as well as testimonials, photography, poetry, and art, this book is an invitation to reconsider the myths we tell ourselves, in order to find another way forward for migrant justice and human dignity, one that might allow us all to recover our global humanity. From direct action to the infiltration of immigrant detention centers, these youth are leading a movement for human liberation.

Marco Saavedra is an artist and works at his parent's restaurant in New York City, La Morada. He is co-author of Shadows Then Light and "Make Holy the Bare Life": Theological Reflections on Migration Grounded in Collaboration with Youth Made Illegal by the United States. The story of his clandestine work in an immigrant detention center is told in the award-winning film The Infiltrators (2019).

Claudia Muñoz is a graduate of Prairie View A&M University. She lives and works in Austin, Texas, where she works with Grassroots Leadership to end the criminalization, detention, and deportation of immigrants.

Mariela Nuñez-Janes is an Associate Professor of Anthropology at University of North Texas. For more than a decade she has worked with undocumented youth and migrant families as a scholar activist publishing collaborative articles and book chapters on Latino/a education, youth activism, and feminist pedagogies and supporting their journeys in schools and universities.

Stephen Pavey is an anthropologist & photographer at Hope in Focus. His scholarship and activism with undocumented youth has grown through intersectional solidarity building to include activist photography with indigenous and people of color led movements for Black Lives Matters, Not 1 More Deportation, Free Palestine, and Mni Wiconi among other efforts to challenge state violence, mass incarceration, militarization of the police, and the securitization of borders.

Fidel Castro Rodriguez is an undocumented immigrant living in the shadows despite being in the US for almost two decades. He is a graduate from the University of North Texas with degrees in anthropology and French. He works at odd jobs to support himself with hopes to finish his master's degree in business.

Pedro Santiago Martinez is a graduate from the University of Kentucky with a degree in anthropology and works as the state-wide recruiter for the Northern Kentucky Migration Education Regional Center. NPR recently covered his community research project, "The Latino Experience In Appalachia."

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Eclipse of Dreams creatively tells the stories of a new generation of young people, awakened "Dreamers" who see the injustice built into the American dream. Using a collective writing process, as well as testimonials, photography, poetry, and art, this book is an invitation to reconsider the myths we tell ourselves, in order to find another way forward for migrant justice and human dignity, one that might allow us all to recover our global humanity.

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Honorable Mention: Protecting the Promise: Indigenous Education Between Mothers and Their Children by Timothy San Pedro

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Honorable Mention: Protecting the Promise: Indigenous Education Between Mothers and Their Children by Timothy San Pedro

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Purchase here: https://www.tcpress.com/protecting-the-promise-9780807765005

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Series Foreword Django Paris;xi Foreword Megan Bang;xiii Acknowledgments;xv Prologue;xix
Introduction;1
Co-Developed From the Beginning: Self-in-Relation;3
Resurgence in the Everyday;7
Refusing the "Me": Toward the Implications of "We";8
An Unfulfilled Promise: Formal Schooling in Indigenous Communities;10
Combating "Deficit Distractions";12
Listening to Connect as a Story Supporter: Methods;16
Questions to Consider;18

1.;Michael and Mali;21
Michael Munson and Timothy San Pedro
History of Homelands;22
Introducing Michael and Mali;23
Songs From the Spirits;24
Wiping Tears Away;25
At Home: In Community;26
Identity Detours;26
Head Start to Where?;28
Head Start to Love;31
Nk̓ʷusm Salish Language School;32
Stepping Up by Stepping In;34
Protecting the Seams;35

2.Alayna, Kyyalyn, and Waaruxti;39
Alayna Eagle Shield and Timothy San Pedro
Introducing Alayna;41
#NoDAPL;41
Introducing Waaruxti;43
Introducing Kyyalyn;45
Coming Together as One Family;46
Living Language Together;48
Language Post-Its;49
White Buffalo Calf Woman;51
Waaruxti and School;52
Standing Up;54
Singing Prayer;55
Sharing Lakȟóta;56
Spirit Dish;57
Language and Tribal Knowledge Intertwined;57

3.Tara and Scyla;61
Tara Ramos, Scyla Dowd, and Timothy San Pedro
Scyla Raised Her Hand;62
Introducing Scyla;63
Introducing Tara;65
Tara and Scyla's Relationship;67
Going "Home";68
The Dangers of a Model Minority;73
Advocating for Equity;75
Decolonizing vs. Indigenizing;75
Advocating for Indigenous Peoples' Day;77
Refusing Indigenous Peoples' Day;79

4.Kristina and Demetrius;85
Kristina Lucero, Demetrius Lucero, and Timothy San Pedro
Introducing Kristina;85
Introducing Demetrius;88
"Can I Help You?";90
"They're So Native";91
Enduring Lacrosse;92
Forcing Special Ed;96
Demetrius and Schooling;97
In the In-Between;99
"I Do It to Get Through School";103
Thanksgiving Dinner Talk: Learning With Grandma;105

5.Faith and Daliyah;113
Faith Price, Daliyah Killsback, and Timothy San Pedro
Phone Call Reflection;113
Introducing Daliyah;116
Introducing Faith;117
Pendleton Pillows;118
Required Freshman Humanities Course;119
Back to School;123
First Native Instructor;124
"There Are an Infinite Possibility of Ways to Be Indigenous"126
School Talk: Rants/Lectures;127
A Place to Be Native;129
Changing the Humanities Course: Blah, Blah, Blah Pedagogy;132
Presentation of Gifts;135
Conclusion: Montana Gathering;137
Epilogue: Questions to Connect Forward;157
Purposes of the Epilogue;159
Lesson Ideas: Carrying Stories to New Places;161
Questions Forward;163
Chapter 1: Michael and Mali;165
Chapter 2: Alayna, Kyyalyn, and Waaruxti;169
Chapter 3: Tara and Scyla;173
Chapter 4: Kristina and Demetrius;178
Chapter 5: Faith and Daliyah;183
Appendix: A Note on Terms;191 Notes;195 References;197 Index;204

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Series Foreword Django Paris;xi Foreword Megan Bang;xiii Acknowledgments;xv Prologue;xix Introduction;1 Co-Developed From the Beginning: Self-in-Relation;3Resurgence in the Everyday;7Refusing the "Me": Toward the Implications of "We";8An Unfulfilled Promise: Formal Schooling in Indigenous Communities;10Combating "Deficit Distractions";12Listening to Connect as a Story Supporter: Methods;16Questions to Consider;18 1.;Michael and Mali;21 Michael Munson and Timothy San Pedro

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International Baccalaureate Organization World Schools Manager

Doctoral Granting Institution: University of Pennsylvania. Nominator/Advisor: Dr. Nancy Hornberger.

The committee was unanimous in our agreement that Dr. Aldo Anzures’ dissertation “The Promise of Language Planning in Indigenous Early Childhood Education in Mexico” deserves recognition as the 2021 Fred Erickson Dissertation. This dissertation stood out from the rest for its exceptional bridging of theory and practice across multiple disciplines, for its rich and sustained ethnographic engagement, for its overall high quality and for its multiple and significant contributions. We listed some of the characteristics of the dissertation that led us to select it:

Sustained and deep authentic engagement with a preschool located within a Maya indigenous community in the interior of Mexico’s Yucatán peninsula; Dr. Anzures’ collaboration in the community has lasted over four years, with intense data collection centered upon the school for nearly two years.

A thoughtful and honest presentation of the scholar’s own positionality as it emerged over time within and beyond the community, as well as openly sharing the challenges of balancing authentic community collaboration with research.

Transdisciplinary and transnational engagement: Dr. Anzures engaged thoughtfully with scholarship not only from North America but from across the global south, and was able to address the scholarly literature and to make significant contributions not only to educational anthropology but also to the fields of early childhood education, language policy and planning, and indigenous education in Latin America.

Methodological innovation/creativity: Dr. Anzures’ creative, honest and sensitive approach to working closely with very young children and their families. We were especially taken with his framing of children as “language policy doers”, which seemed to us to capture children’s particular agentic role in local language policy enactment, as well as his nuanced characterization of the visible/invisible nature of the Maya language and culture in the school and community contexts.

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We would also like to honor three dissertation with Honorable Mentions:

Dr. Kuo Zhang’s dissertation, “Learning the "Language" of Motherhood as International Graduate Students: A Poetic Ethnography” is a beautiful, personal, and deeply reflective example of poetic ethnography, and the committee all appreciated this scholar’s insightful, creative methodological approach. We agreed that Dr. Zhang’s work challenged us; her well elaborated description of her methodology and her deep engagement with the arts pushed our thinking with regards to how we define and understand scholarship and ethnography, and for this reason we felt it deserved honorable mention for this award. In addition, we appreciated Dr. Zhang’s illumination of the transnational, transcultural experiences of international graduate students who become mothers while studying abroad. Thank you, Dr. Zhang, for this beautiful work.

Dr. Kuo Zhang, Lecturer, University of Vermont

Doctoral Granting Institution: University of Georgia, Nominator/Advisor: Misha Cahnmann-Taylor

Dr. Kristina Stamatis’ dissertation, “Seeking Stories: Throughlining in 9th Grade English Language Arts” approaches design-based research with profound honesty; this scholar’s transparency about the tensions and challenges that emerged in a real classroom, tackling difficult subjects, with diverse perspectives and identities, was commendable. The committee was particularly impressed with Dr. Stamatis’ theoretical framework, which she called “throughlining,” which draws upon Jazz and engages a range of literatures to illuminate students’ and teachers’ collaborative and individual storying. The researcher herself wove a masterful story, sensitively treating her own positionality, engaging with a range of literatures and theorizing into extraordinary narratives of youth.

Dr. Kristina Stamatis, Assistant Professor of Literacy, University of Nebraska Omaha

Doctoral Granting Institution: University of Colorado Boulder, Nominator: Katherine Schultz, Advisor: Joseph Polman

Dr. Janelle Franco’s dissertation, “Literacy and Numeracy in Play: Young Children’s Representations of Their Multilingual Worlds” reflects outstanding creativity in its deep engagement with children, portraying their worlds and theorizing into their interactions. With implications beyond educational anthropology for math education, early childhood education, and language education, Dr. Franco’s analysis made fascinating connections between different modes of meaning-making, and her contributions to our understanding of translanguaging theory will have an impact upon the field of language education in particular.

Dr. Janelle Franco, Lecturer and Postdoctoral Research Fellow

Doctoral granting institution: UCLA; Nominator/Advisor: Marjorie Faulstich Orellana

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Dr. Stacey J. Lee
Educational Policy Studies
University of Wisconsin, Madison
Website: https://eps.education.wisc.edu/fac-staff/lee-stacey/
Nominator: Dr. Lesley Bartlett

Here is an excerpt from the nomination letter for this exceptional scholar and the 2021 Spindler Award Winner: "Dr. Lee is one of the world’s preeminent experts on education and immigration, specifically Asian-American education in the U.S. ....Dr. Lee’s work examines the multiple and complex ways that race, class, gender, and local educational contexts influence immigrant students’ opportunities, experiences, and identities. Dr. Lee utilizes anthropological theory and methods to examine the role of education in the socio-cultural and political economic incorporation of immigrant youth in the U.S. For over 30 years, she has used ethnographic methods to explore how school policies and practices shape youth’s daily lives on the one hand, and processes of youth racialization on the other. She is best known for her extensive research on students from Asian American immigrant and refugee backgrounds; her work has played a key role in revealing the harmful socio-educational consequences of the “model minority” stereotype. Stacey Lee is a brilliant scholar whose work on how wider racialization patterns influence Asian immigrant and migrant youth in school and community has revolutionized the field."

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Stacey J. Lee is the Frederick Erickson WARF Professor of Educational Policy Studies and a faculty affiliate in Asian American Studies. Her research focuses on the role of education in the incorporation of immigrants into the US. She is the author of Unraveling the Model Minority Stereotype: Listening to Asian American Youth and Up Against Whiteness: Race, school and immigrant youth.

Education

PhD Anthropology of Education, Graduate School of Education, University of Pennsylvania, 1991

MA Political Science, New York University, 1985

AB Political Science, Vassar College, 1984

Select Publications

Lee, S. J., Xiong, C., Pheng, L., & Vang, M. (In Press). "Asians for Black lives, Not Asians for Asians": Building Southeast Asian American and Black Solidarity. Anthropology & Education Quarterly

Jaffe-Walter, R., Miranda, C., & Lee, S. J. (2019). From Protest to Protection: Navigating Politics with Immigrant Students in Uncertain Times. Harvard Educational Review, 89(2) (pp. 251-276).

Jaffe-Walter, R., & Lee, S. J. (2018). Engaging the Transnational Lives of Immigrant Youth in Public Schooling: Towards Culturally Sustaining Pedagogy for Newcomer Immigrant Youth. American Journal of Education, 124(3), 257-283.

Lee, S. J., & Walsh, D. (2017). Socially Just Culturally Sustaining Pedagogy for Diverse Immigrant Youth: Possibilities, challenges & directions. In D. Paris & S. Alim (Eds.), Culturally Sustaining Pedagogy New York City, NY: Teachers College Press.

Lee, S. J., (2017). The (In)Flexibility of Racial Policies: Chinese Americans Access to White Schools in the Jim Crow South. In T. McCarty & A. Castagno (Eds.), The Anthropology of Education Policy Routledge/Taylor & Francis.

Lee, S. J., (2009). Unraveling the Model Minority Stereotype: Listening to Asian American Youth (2nd Edition). New York: Teachers College Press.

Lee, S. J., (2005). Up Against Whiteness: Race, School and Immigrant Youth. New York: Teachers College Press.

Select Awards and Honors

Distinguished Scholar Award, American Educational Research Association, Research on the Education of Asian and Pacific Americans Special Interest Group, 2016

Vilas Mid-Career Investigator Award, University of Wisconsin, (2015, 2016)

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Stacey J. Lee is the Frederick Erickson WARF Professor of Educational Policy Studies and a faculty affiliate in Asian American Studies. Her research focuses on the role of education in the incorporation of immigrants into the US. She is the author of Unraveling the Model Minority Stereotype: Listening to Asian American Youth and Up Against Whiteness: Race, school and immigrant youth.

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Dr. Gabrielle Oliveira
Jorge Paulo Lemann Associate Professor of Education and of Brazil Studies
Website: https://www.gse.harvard.edu/faculty/gabrielle-oliveira

From the Foley committee chair, Dr. Cindy Pease Alvarez: "After reviewing the nomination documents of several excellent candidates, we are proud to announce that the award will go to Gabrielle Oliveira. Her outstanding scholarship with its emphasis on understanding the forces implicated in the oppression and marginalization that Latinx populations experience as immigrants navigating borders and as students enrolled in US public schools makes her an outstanding and fitting selection for this award. Through her detailed ethnographic accounts she also reveals the way members of these communities mobilize their cultural, linguistic, and political resources as they face challenges to their well being and schooling. In addition, Dr. Oliveira’s participation in the AAA/CAE community is particularly noteworthy as she has served on CAE committees and presented at AAA conferences. Indeed, the depth and breadth of her scholarship and service would be impressive for a scholar with many more years in the field than Dr. Oliveira."

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Jorge Paulo Lemann Associate Professor of Education and of Brazil Studies

Profile

Gabrielle Oliveira's research focuses on immigration and mobility - on how people move, adapt, and parent across borders. Her expertise includes gender, anthropology, transnationalism across the Americas. Merging the fields of anthropology and education through ethnographic work in multiple countries, Oliveira also studies the educational trajectories of immigrant children. She is the author of Motherhood Across Borders: Immigrants and their Children in Mexico and in New York City (NYU Press). The book has won the inaugural Erickson and Hornberger Book Award by the University of Pennsylvania's Ethnography Forum and the award for book of the year by the Council of Anthropology and Education.

Originally from São Paulo, Brazil, Oliveira received her M.A. and Ph.D. from Teachers College, Columbia University in New York City. She was the recipient of the National Academy of Education/ Spencer Foundation Dissertation Fellowship, and she has been also awarded a postdoc fellowship from the National Academy of Education/Spencer Foundation to study the consequences of the 2018 zero-tolerance policy on family separation under the Trump Administration. Oliveira is also part of a group called "Colectiva Infancias" that has won a grant from the National Geographic Foundation to assemble a public-facing website on the stories of immigrant children who migrate within the Americas.

Oliveira has been engaged in studying Brazilian migration to Massachusetts and has extensively focused on how immigrant children and families navigate newfound educational systems amid a global pandemic. She has worked closely with teachers in dual language programs whose students are Brazilian working to understand what the constraints are in educational practices in and out of classrooms. Her publications can be found in journals like Anthropology and Education Quarterly; Diaspora, Indigenous, and Minority Education; Bilingual Research Journal; TESOL Quarterly; Global Studies of Childhood; among others.

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Gabrielle Oliveira's research focuses on immigration and mobility - on how people move, adapt, and parent across borders. Her expertise includes gender, anthropology, transnationalism across the Americas. Merging the fields of anthropology and education through ethnographic work in multiple countries, Oliveira also studies the educational trajectories of immigrant children.