New faculty Q&A: Maribel Santiago

Oct 1 2019

As a student growing up in Los Angeles, Maribel Santiago found it difficult to engage with K-12 history courses that were disconnected from her lived experiences. Yet the stories her parents shared about their family in Oaxaca, Mexico, and their experiences as immigrants inspired her interest in the teaching and learning of Latinx history.

New faculty Q&A: Shaneé Washington-Wangia

Aug 28 2019

While teaching in elementary and middle schools serving largely minoritized communities for more than a decade, Shaneé Washington-Wangia felt a constant, at times desperate, desire to see her students thrive in an educational system that wasn’t structured for their success.

Future teachers weave tribal perspectives into their practice

Aug 15 2019

More than 120 future teachers shared their work building lessons that contain tribal-specific content, land-based pedagogy and engagement with Native communities during an August 13 showcase at the University of Washington College of Education. 

Alum works to forward community-driven teacher education

Jul 18 2019

Jesslyn Hollar quickly realized she didn’t have the knowledge for her new job. She transitioned from public school teacher to director of the Alternative Pathways to Teaching program at Central Washington University, but she lacked an understanding of the politicized history of schools of education.

So she commuted two hours over a mountain pass to attend the University of Washington College of Education’s doctorate program.

UW joins new initiative to advance teacher and principal preparation grounded in the science of learning

Jun 10 2019

The University of Washington College of Education is among 15 programs in the country to serve as a founding program partner of the Educator Preparation Laboratory (EdPrepLab), a new initiative announced today by the Learning Policy Institute and Bank Street Graduate School of Education.

Event fosters conversation about Native education and resurgence

May 14 2019

“Education strengthens our people.”

With the help of local elder Arlita Rhoan, this idea was adopted as the motto for the Sapsik'ʷałá Education Program at the University of Oregon (UO). This same idea provided the foundation of a May 2 gathering at the University of Washington to advance the conversation about Native teacher education, understand its challenges and explore opportunities for Native resurgence.

IslandWood alum returns to lead graduate program

May 29 2019

Looking out her window, Déana Scipio (PhD ‘15) can see fourth through sixth graders playing in the grass. When she visits the garden, kids are learning about plants and planting things ー though they won’t get to see them sprout. It’s part of the stewardship work they do, planting for other kids to harvest later in the year.

But it’s the experiences of the graduate students, those teaching the children, which are even more exciting to her.

WATCH: Preparing asset-based equity oriented teachers

Apr 23 2019

Teacher educators from the University of Washington College of Education and Antioch University Seattle discussed their work to transform teacher preparation during a recent YouTube Live chat.

A journey into teaching comes full circle

Apr 18 2019

Growing up in Ontario, Canada as the eldest of five children Emma-Marie Bishun Harrison (MIT ‘19) is no stranger to hard work and change. Like many students, Harrison's path to teaching hasn't been a straight line, but the detours have provided a deeper understanding of her calling to teach. She recalls her experience as a process of trial and error.

Early on, Harrison said she envisioned herself being a doctor, but after fainting at the sight of blood in her high school biology course she decided it was time to look into other career options. 

Radical Educators: New book discusses teacher agency and resistance through history

May 16 2019

Tina Y. Gourd (PhD ‘15) and Jennifer Gale de Saxe (PhD ‘14) are graduates of the UW College of Education and co-editors of the recently published book “Rearticulating Education and Social Change: Teacher agency and resistance, early 20th century to the present.”

The book demonstrates activist work by educators throughout the history of education. Underemphasized modes of resistance are analyzed within the context of their communities, and impacts from historical and cultural factors on the individual educators’ efforts are viewed through a lens of teacher agency.