- Michael Damien Aguirre (History)
- Rachel Arteaga (English)
- David Barillas-Chon (Education)
- Meredith Bauer (English)
- Canan Bolel(Near and Middle Eastern Studies)
- Elizabeth Brown (English)
- Ryan Burns (Geography)
- Lillian Campbell (English)
- Kristy Copeland (Geography)
- Monica De La Torre (Gender, Women, and Sexuality Studies)
- Maurice Dolberry (Education)
- Lauren Drakopolous (Geography)
- Angela Duran Real (Hispanic Studies)
- Annie Dwyer (English)
- Elyse Gordon (Geography)
- Gonzalo Guzmán (Education)
- Melanie Hernandez (English)
- alma khasawnih (Gender, Women, and Sexuality Studies)
- Christopher Lizotte (Geography)
- Sasha Lotas (Education)
- Eleanor Mahoney (History)
- Jennifer McClearen (Communication)
- Rose Paquet Kinsley (Information Studies)
- Jenny Palisoc (Nursing)
- Amy Piedalue (Geography)
- Alice Pedersen (English)
- Amy Piedalue (Geography)
- Nicole Robert (Gender, Women, & Sexuality Studies)
- Irene Monica Sanchez (Education)
- Katja Schatte (History)
- Sue Shon (English)
- Balbir K. Singh (English)
- Emma Slager (Geography)
- Arianna Thompson (Geography)
- Anne Tseng (Sociology)
Michael Aguirre's research interests explore and complicate Chicana/o subject formation from the late 1960s through the 1990s. He is particularly interested in how participants of the Chicano Movement articulated a distinct ethnopolitical identity and how issues of gender and changing immigration patterns impacted both Chicana/o identity and cultural production. His research takes a multiregional and interdisciplinary approach that engages different texts and Chicana/o intellectuals from rural, urban, Southwestern, and Pacific Northwestern historical actors. Michael is part of the Seattle Civil Rights and Labor History Project and the Smithsonian’s Latino Museum Studies Program.
Rachel Arteaga’s research focuses on narratives of confinement, particularly in the context of American literature. Her scholarly work begins with discussions of the prison; describes the ways in which this institution is largely invisible to the outside public; and analyzes the experience of confinement as it is represented across texts, eras, and social groups. She is also engaged in a mentoring project that seeks to change the educational, economic, and cultural realities faced by high school students in small rural communities in the state of Washington. Contact: email@example.com.
Canan began her doctoral studies in the Interdisciplinary PhD Program in Near and Middle Eastern Studies in Fall 2014. Her research interests lies at the intersection of spatialization of the Jewish identity and class dynamics in the late Ottoman Empire. Currently she works on a project in which she tracks the migration of Ottoman Jews to Seattle during the 1900s, with the help of digital mapping tools. Prior to joining UW, Canan earned a BA in economics and, in 2013, an MA in political science. In 2013 she moved to the United Kingdom and started a Msc degree in sociology at the London School of Economics and Political Science. Canan is a Stroum Center for Jewish Studies Graduate Fellow. Email: firstname.lastname@example.org
Elizabeth Brown studies late nineteenth and early twentieth century U.S. literature, focusing on the relationship between imperialism, racial formation, and industrial capitalism in the postbellum era. Her dissertation project reads literature in conjunction with policies and practices developed at industrial training institutes, settlement houses, and imperial schools to intervene in discourses of liberal education in the U.S. Before coming to UW, Elizabeth volunteered with St. James ESL and Volunteers in Asia as an English language teacher. She also served as a liaison for the UW in the High School English program. Contact: email@example.com
Portfolio Advisor: Phillip Thurtle (Comparative History of Ideas)
Entrance Year: 2010
Lilly Campbell’s research focuses on the role of language in framing women’s health movements, historically and in the present day. She studies the rhetorics of public texts, and is interested in how the relationships between scientific, feminist, and other discourses shapes the insiders and outsiders of these movements. Lilly is also fascinated by composition pedagogy and the interactions between different teaching paradigms in composition curriculum. She has taught introductory composition in both conventional and computer-integrated classrooms and will contribute to curriculum development and to graduate student instructor training as Assistant Director of the Expository Writing Program beginning September 2011. Contact firstname.lastname@example.org.
Kristy Copeland’s interest in public scholarship centers on how the classroom can be a vehicle for students to see themselves as knowledge producers and empowered voices. In particular, her interest is in exploring pedagogical models that facilitate student interactions in their communities, as well as those that challenge students to encounter difference and inequality. Such experiences help students to understand the operation of privilege and power in the world, foster a commitment to social justice, and lead to radical transformation. In addition, Copeland seeks anti-racist strategies and caring teaching practices that encourage participation of all students in the classroom.
Maurice Dolberry’s scholarly interests are at the intersection of hip-hop epistemology, critical media literacy, and critical and culturally responsive pedagogy, and their use in curriculum development and teacher training for science educators. He is also concerned with informing practice, practitioners, and communities in an effort to reform educational practices that contribute to the disproportionate performances of Black American children in schools. Before graduate school, Maurice spent three years as a middle school educator and eight years as a high school educator in various roles, including science teacher, math teacher, dean of students, and director of diversity.
Lauren’s interests lie at the intersection of critical race theory, development studies, and political ecology. Her research explores the political economy of Greece, post-economic crisis, with an emphasis on the social and ecological impacts of austerity measures. Particularly, she is interested in exploring processes of racialization and subject formation, and how these processes are expressed through political activism and shape national identity. She hopes to engage that as a fellow in the Public Scholarship Program she will be able to engage with the Greek diasporic community in and around Seattle. Prior to joining the Department of Geography at the University of Washington, she completed an MS in environmental science and policy at the University of South Florida St. Petersburg. She has worked as a fisheries researcher and community organizer and has volunteered with on numerous projects through her engagement with food justice and environmental activism. Lauren is a recipient of the Foreign Language Area Studies Fellowship in Modern Greek.
Angela Duran Real’s research focuses on narrative of crisis in post-dictatorial Spain and Argentina. She looks at crisis as a space of possibilities where it emerges as what she has called the “affective structure of solidarity”. She is interested in exploring processes of community building and the alternative narratives developed in such practices. It is in this sense that her research engages with the notion of publics and what publics can do differently. She is also committed to fostering new spaces for teaching that provide students with skills to become social agents in the community. Email: email@example.com
Annie Dwyer studies late nineteenth and early twentieth century literature and culture, focusing on transformations in the configuration of the human/animal divide and the production of “human” difference through the discourse of animality. Before coming to the University of Washington, Annie worked as an AmeriCorps volunteer, developing and implementing literacy programming in south King County. Among other projects, Annie is currently involved in Transformative Education Beyond Bars, collaboratively developing college-prep writing and math curriculum that will be piloted at Monroe Correctional Facility in Fall 2011. Contact firstname.lastname@example.org.
Elyse Gordon's work focuses on issues of urban inequalities, community organizations, and youth identities. She is specifically interested in how young people construct their identities in and through their involvement with non-profit and empowerment programs. Her master’s thesis focused on one youth empowerment non-profit in Seattle, examining how young people and organizations are situated amidst a restructuring, neoliberalizing non-profit sector. Previously an active community gardener in the Twin Cities, Elyse served as an Americorps volunteer for two years, helping low-income high school students get into college. She is deeply committed to partnering with community organizations through her scholarship. Currently, Elyse is building community in Seattle through food, music, and active exploring. She is always reconsidering her identity as a scholar-activist, and is excited to keep exploring the potentials of public scholarship and digital humanities. Contact email@example.com.
Gonzalo Guzmán’s research interests lie at the intersection between labor, history of education, and migration of Latinos. Gonzalo focuses on the educational experiences of Mexican American and Mexican students in the Yakima Valley of Eastern Washington State from 1937-1970, asking how Mexican American educational experiences in the Mountain States and Southwest informed Mexican American educational experiences and expectations in Eastern Washington, and also how labor informed educational practices on Mexican American migrants and settlers. He intends to build curriculum based on rural oral histories of Mexican American laborers in the Yakima Valley, and to elaborate best practices for utilizing them in classrooms and the community. Contact firstname.lastname@example.org.
Melanie Hernandez’s scholarship takes a comparative ethnic studies approach to the “passing” genre in African American and Chicano literary historiographies, with a particular focus on narratives about miscegenation and racial hybridity. In her scholarship, she tracks inconsistencies in U.S. attitudes toward racial intermixture(s) at concurrent historical moments across distinct geographical landscapes. She has designed and taught an array of American and transatlantic literature courses for the Department of English on topics that include: passing narratives, American frontier mythology, nineteenth-century pseudoscience, and the Gothic. She is currently a teaching assistant in the Department of American Ethnic Studies.
alma khasawnih's interests include understanding and documenting the role of art and artists in inciting conversation and action of social change and political movements, transnational feminist theory, Arab feminism. alma has a Master's degree from Rhode Island School of Design and her thesis title is Informal Arts Education as a Tool for Social Change: Arab American Artist Collectives as Case Studies. Her Bachelor's is in Environmental Policy and Behavior from the University of Michigan-Ann Arbor. alma is a member of the UW Women of Color Collective and a columnist for the Seattle Globalist, enjoys being invited to dinner and then writing about it. She is an immigrant from Far West Asia. Her current focus is Arab women artists' process and work within the context of the Arab Spring. Contact: email@example.com.
Jessie Kindig’s scholarship examines the constructions of American empire in East Asia during the Korean War and how a “postwar Pacific” was formed in the American imagination, reworking American ideas of racial integration and masculinity. Jessie is an associate editor of the Pacific Northwest Civil Rights and Labor History Projects, a set of collaborative projects based at the University of Washington that bring undergraduate and graduate students, faculty, and community members together to chronicle traditions of social movement activism and everyday life in Washington State. She received a 2010 Publicly Active Graduate Education (PAGE) fellowship from Imagining America: Artists and Scholars in Public Life.
Christopher Lizotte’s scholarly interests center on trends in K-12 educational choice, as policy and as practice, and their role in reshaping narratives about national identity and citizenship in the United States, Canada, and France. He is interested in critical geography pedagogy and social theory. His work seeks to open new channels for dialogue between academia and the broader public in order to enhance discourse in both spheres. He is a recipient of a National Science Foundation Graduate Research Fellowship and a UW Center for Canadian Studies Foreign Language and Area Studies Fellowship.
Sasha Lotas studies adolescent and adult literacy, and spent ten years in Washington, DC, developing postsecondary preparation programs for adults and teenagers without high school degrees prior to her graduate studies in the Learning Sciences at the College of Education. She works at North Seattle Community College (NSCC) as a writing tutor, and received a 2010-2011 Huckabay Teaching Fellowship to create and implement new developmental writing-curriculum based on her research at NSCC. Sasha also tutors students at Seattle Education Access, a non-profit organization providing higher education advocacy and opportunity to marginalized youth, and is a member of UW’s Studio Design Pedagogy Research Group, a team of learning scientists and landscape architects examining the use of studio pedagogy within higher education.
Jennifer is a critical media scholar, community educator, and Ph.D. student in Communication. Her current research focuses on mediated representations of feminine physical power, such as action heroines, fighters, and athletes. She examines audience reception of physically powerful women as well as textual constructions of bodies and bodily agency. Ultimately, she seeks to understand how dominant discourses (de)construct an Othered body’s power as well as how these discourses are disrupted. As a martial artist and women’s self-defense instructor in the Seattle area, Jennifer advocates for embodied practices and critical media literacies that challenge hegemonic understandings of Othered bodies. Prior to joining the UW, Jennifer served as a Peace Corps Volunteer in Morocco, taught English in the Czech Republic and Mexico, managed a U.S. Department of Education grant to improve college access for at-risk adults, and earned a M.A. in Intercultural Leadership from SIT Graduate Institute. Contact: firstname.lastname@example.org.
Jenny Palisoc is a PhD student in nursing science, researching suicide prevention in higher education. Her overall interests lie in uncovering ways to transform the paternalistic culture of mental health to promote bi-directionality in patient-provider relationships, emphasizing providers as “learners” and patients as “knowers” of their own bodies and minds. She is interested in examining discourses and identifying meaning in the spaces that high-suicide-risk youth inhabit and aims to empower peers within these communities to engage in promoting mental health and preventing suicide. Through public scholarship, her goal is to expand the influences on her work to include cross-disciplinary perspectives in order to challenge personal assumptions and biases about health care and mental health that may reinforce disempowerment of the very communities that she plans to serve. The fundamental tenet guiding her community involvement, research, and work endeavors is her passion to eliminate health inequity. Email: email@example.com
As a museum professional, Rose Paquet Kinsley was curious to learn more about the history and theoretical underpinnings of museums. She pursued a masters in Museology and has been studying inclusion discourses, policies, and practices in museums since. In 2012, she co-founded The Incluseum, an ongoing project and blog to promote critical discourse and reflexivity on inclusion in museums. She is currently interested in how groups are using digital tools to unsettle and enact radical new forms of museums and museum-like organizations. She is intrigued in how design methods can be employed to support and extend these activities. As a PhD student in Information School, Rose tries to weave together her scholarship, practice-based work, and social justice activism. Email: firstname.lastname@example.org
Alice Pedersen (English)
Portfolio Advisor: Miriam Bartha (Simpson Center for the Humanities)
Entrance Year: 2010
Alice Pedersen’s scholarship focuses on nineteenth-century American literature, with special attention to citizenship and rights discourses. She is interested in literature produced in and out of moments of violence and struggle, and in considering how that literature intersects with theories of rights and the subject. Before coming to the University of Washington, Alice worked as an AmeriCorps volunteer, developing and implementing literacy and creative writing programming in local public schools and non-profits. Alice has served as Assistant Director with the Expository Writing Program at UW Seattle, Chair for the Endorsement in Critical Instruction program, and is currently a Fellow with the Project for Interdisciplinary Pedagogy at UW Bothell.
Amy Piedalue comes to her work in Geography with a background in Women Studies and South Asian Studies. Her current research explores gender violence and development in India, focusing on the importance of contextualizing women’s experiences in the socio-cultural and political-economic processes that structure their lives. She seeks to locate this research as a form of critical transnational feminist praxis – a means of prioritizing and valuing collaborative research, thinking critically about authorship and representation, and re-imagining the relationship between the ‘global’ and the ‘local.’ Engagement with community, and the freedom to shape what that looks like, has been one of the most vital aspects of her own education.
Nicole brings a background in museology to her research, which looks at how normalizing ideologies construct race, gender and sexuality in U.S. history museums. Her research puts queer and feminist theories in conversation with museum practices, an intervention that she is calling Critical Feminist Museology. Nicole co-founded the Queering the Museum (QTM) project which works collaboratively to facilitate critical dialogue between community members, community organizations, and museum practitioners to address the role that museums play in forming social norms around gender, race and sexuality. Current work includes a digital storytelling workshop, a "Queering the (History) Museum" symposium, and a queer-themed history exhibit. As a 2012-2013 Huckabay Fellow, Nicole will develop a class for educators that applies queer theories and experiences to pedagogical strategies and policies. Contact email@example.com.
Irene Monica Sanchez is a Ph.D. student in Education Leadership and Policy Studies-Higher Education and is completing graduate certificates in Gender, Women, and Sexuality Studies and Public Scholarship. Irene began her higher education journey at Riverside Community College and transferred to the University of California, Santa Cruz to earn her BA in Sociology and Latin American/Latino Studies. Living in Santa Cruz/Watsonville Irene became a member of the Autonomous Watsonville Brown Berets, served as an ally for the young women’s empowerment program called “Girlzpace” and was a danzante with White Hawk Indian Council for the Children. An activist for many years, she continues to work on issues regarding immigrant/human rights, education, youth empowerment and social justice.
Irene served as the Community Caucus Chair for the National Association of Chicana/Chicano Studies (NACCS) for two years and is now the Graduate Student Caucus Chair for NACCS. She has worked as a Research Assistant in Education and a TA for the American Ethnic Studies Department and off campus with El Centro de la Raza’s Hope for Youth Program. Currently Irene is a member of the Seattle Fandango Project where she plays jarana and dances. She is also a member of Ameyaltonal-Seattle, an Aztec Dance group that promotes and teaches indigenous dance and culture. In 2011-2012 she was named a PAGE fellow with Imagining America.
Katja Schatte is a graduate student in modern European, Latin American, and Russian history. She focuses on the cultural and social history of socialist and communist societies during the Cold War. Katja is especially interested in oral history, private and collective memory, gender and sexuality, and experience of migration and diaspora. Before joining the UW as a graduate student, she was trained as a social worker at the Alice Salomon University Berlin, Germany and earned her MA in Latin American Studies from the University of Chicago. In the course of her education and her work as a social worker and researcher in Germany, Guatemala, and the United States, Katja has become interested in interviews and oral history as a way of creating community history. She hopes to further pursue this interest as a fellow in the Certificate Program.
Portfolio Advisor: Amanda Lock Swarr (Gender, Women, & Sexuality Studies)
Entrance Year: 2011
My research focuses on informal Internet infrastructure in low-income urban communities. I am interested in how communities build and maintain their own communication networks when corporations and the state fail to invest in infrastructure, and in the relationship between this technology development and broader urban political struggles over public space and resource access. As my dissertation research will likely involve partnership with community organizations, I am particularly interested in the public scholarship program as a way of exploring how to conduct community engaged research that is just and ethical, and I am further eager for the cross-disciplinary engagement and training in publishing for non-academic audiences that the program affords. Email: firstname.lastname@example.org
Arianna Thompson’s research focuses on the political ecology of the toxic food environment, and the health and equity impacts of the industrial food complex. Using feminist theories of science and technology, she examines current research processes and regulations regarding the use of biotechnology in food production and processing (for example, synthetic fertilizers or pesticides, genetically modified crops, or food preservatives), in order to better understand the cultural, health, and equity implications across the different scales of the region, the community, and the body. She is interested in exploring the ways that scientific information is generated, shared, or concealed, and the subsequent power and health implications of these formations and circulations of knowledge. Contact: email@example.com.
Anne’s research interests include the overlapping areas of race and ethnicity, stratification, inequality, and immigration. Her research looks at the role of immigration selection policies in shaping the social and economic incorporation of new immigrants, and the implications of this on broader patterns of stratification. More specifically, Anne’s research looks at the salience of immigration admission categories and the factors that help explain why some immigrants get better or worse jobs than other immigrants. A student in the Department of Sociology, Anne is also currently a trainee at the Center for Studies in Demography and Ecology. Email: firstname.lastname@example.org