Additional Appointments
Affiliate Faculty, Banks Center for Educational Justice
Research Interests
Shaneé A. Washington
I am an Assistant Professor of Justice and Equity in Teacher Education. My research and teaching explore the ways that Black, Indigenous and other People of the Global Majority (PGM) have historically and continue to engage in educational advocacy and self-determination. Drawing from Indigenous methodologies and culturally sustaining pedagogies, I study how PGM families, educators, and community leaders are imagining more just futures and designing for and towards more equitable, humanizing, and culturally sustaining, revitalizing, and affirming learning environments for their children and community members in schools and community spaces. My Education Administration Quarterly article, "Engaging Indigenous families and community members: Leadership towards relationality and relational accountability," co-authored Review of Educational Research publication, "Indigenous methodologies in international research on Indigenous family and community engagement," and Equity & Excellence in Education coauthored article, “‘It’s a vibe’: Belonging, healing, and liberation in community spaces by us and for us,” highlight this work centering PGM communities and their ways of knowing. My research and teaching commitments stem from my experiences growing up and attending public schools as a Black girl in Queens, N.Y., raising Black daughters, and my 14 years as an elementary and middle school teacher of Black and Brown multiply-marginalized young people in Prince George’s County, Maryland.
Multimedia
- 2023 Outstanding Reviewer: Honorable Mention, AERA Division K
- 2020 Oustanding Dissertation Award, AERA Leadership for Social Justice SIG
- 2020 Outstanding Dissertation Award, AERA Family-School-Community Partnership SIG
- 2019-2020 Martin Howell Outstanding Advisor Award, Universtiy of Washingon, College of Education
- 2018 Donald J. White Teaching Excellence Award, Boston College
- 2018-2019 Lynch School of Education Doctoral Dissertation Fellowship, Boston College
- Washington, S. A. (2025). Engaging Indigenous families and community members: Leadership towards relationality and relational accountability. Education Administration Quarterly.
- Washington, S. A., Johnson, L., & Mendoza Chui, K. (2024). Indigenous methodologies in international research on Indigenous family and community engagement. Review of Educational Research.
- Washington, S. A., Mendoza Chui, K., Ramirez, J., Germinaro, K. (2024). “It’s a vibe”: Belonging, healing, and liberation in community spaces by us and for us. Equity & Excellence in Education 57(3), 287-302.
- Washington, S. A. & Johnson, L. (2023). Towards culturally sustaining/revitalizing Indigenous family-school-community leadership. Frontier in Education, 8.
- Washington, S. A. (2023). Reflecting on an Indigenist methodology in Indigenous family and community engagement research. The Qualitative Report, 28(15). 1210-1229.
- Washington, S. A. (2021). An Indigenous Community’s fight for cultural continuity and educational equity with/in and against a New England school district. Teachers College Record, 123(12), 3-37.
- Washington, S. A. (2021). Sustaining Indigenous students' and families' well-being and culture in an Ontario school board. Journal of Professional Capital and Community, 6(3), 237-252.
- Washington, S. A., & O’Connor, M. T. (2020). Collaborative professionalism across cultures and contexts: Cases of education change networks enhancing teaching and learning in Canada and Colombia. In L. Schnellert (Eds.), Professional learning networks: Facilitating educational transformation (pp. 17-48). Emerald Publishing.
*Please email me at shaneewa@uw.edu if you do not have institutional access and would like a copy.