The Inquiry Oasis: A UArizona College of Education Podcast

In today's episode of Inquiry Oasis, Dean Regina Deil-Amen interviews Dr. Leslie Gonzales, Professor and Department Head of the College of Education's Department of Education Policy Studies and Practice in the Center for the Study of Higher Education.Dr. Gonzales shares about her professional and personal background and the connections to higher education and her research. Dr. Gonzales discusses two studies she has worked on over the past couple years, sharing the findings from one focused on interview panels seeking innovation and how time impacts how those on interview panels see and honor innovation.She shares with us about concepts of epistemic inclusion, epistemic injustice, and epistemic exclusion.Three words that describe Dr. Gonzales's work:Inclusion -- specifically, increasing inclusion in higher education through her research and teaching service.Public good -- specifically, a belief that public institutions have an obligation, responsibility, and privilege to serve the public.Possibility -- specifically, higher education is oriented towards broadening possibility, whether it be the possibility of life, circumstances for students, or what knowledge can look like and what research can go.Other Scholars Mentioned:Miranda Fricker, DPhil -- Dr. Gonzales highlights Miranda Fricker's work focused on epistemic injustice. To learn more about Miranda Fricker's work, check out her website here.Dr. Gonzales gives a shout out to a team of graduate students; Brooke Moreno, April Horne, and Karina Rodriguez--and hopes to share the findings from their collaborative work soon.Reading Recommendation:Ebony and Ivory by Dr. Craig Steven Wilder

Join us in learning about Dr. Tamara Lawson's research and work as an assistant professor in the Disability and Psychoeducational Studies Department here at the University of Arizona's College of Education.In this episode, Dean Deil-Amen and Dr. Lawson discuss her research work with students in K-12 settings as well as her work as an assistant professor for students studying School Psychology. Dr. Lawson discusses how both inform the other, and how she prepares school psychology trainees for their practicum experiences and careers in K-12 school settings.Dr. Lawson outlines a vision for education that moves beyond psychological testing and focuses on the individual student experience, the classroom, and school community.Three Words that Describe Dr. Lawson's Work:ServiceRestorationAdvocacyDr. Lawson's Recommended Reading:Culturally Responsive School-based Practices: Supporting Mental Health and Learning for Diverse Students by Andy V. Pham and Anisa N. GoforthMentioned in this episode and defined here:MTSS = Multi-Tiered Systems of SupportMTSS is a framework containing four parts; screening, progress monitoring, multi-level prevention system, and data-based decision making. It is a framework that provides academic, behavioral, and social-emotional support to all students.CRP = Culturally Responsive PracticeCRP is a framework that boosts student engagement and success using students cultures as assets in the classroom. 

Listen to part 2 of the two part episode with Dr. Desiree Vega. Dr. Vega and Dean Deil-Amen continue to explore the intersection of identity, advocacy, and purpose in the field of school psychology. Dr. Vega discusses her research findings, recommended readings, and an upcoming book release with her colleague Jaclyn Wolf at San Francisco State University. The book is titled Culturally Responsive Assessment and Intervention Practices with Emergent Bilingual Students and should be available for purchase later this Fall.Dr. Vega's recommended readings:Educating Emergent Bilinguals by Ofelia GarcíaNational Association of School Psychologists (NASP) best practices, 7th Edition with 2022 revisions

Listen to part 1 of 2 in which Dr. Desiree Vega joins Dean Deil-Amen to explore the intersection of identity, advocacy, and purpose in the field of school psychology. Dr. Vega is a professor in the department of Disability and Psychoeducational Studies (DPS). Dr. Vega reflects on her journey as a first-generation college graduate, and how her family's educational experiences shaped her commitment to equity in schools. She shares how she discovered school psychology, after originally planning to major in accounting, and the transformative impact of mentors, and her experiences working in underserved communities.Listeners will gain insight into the systemic challenges faced by minoritized students, the critical shortage of school psychologists—especially those of color and those that are bilingual—and the importance of advocacy in educational spaces. Dr. Vega also discusses her transition from practitioner to professor, emphasizing the need for curiosity, purpose-driven work, and advocacy.Part 2 will release Wednesday, October 15th.

In this episode of the "Inquiry Oasis" podcast, Dean Regina Deil-Amen speaks with Dr. Patricia Moreira, an assistant professor in the University of Arizona's College of Education. Dr. Moreira, a former science teacher from Chile, discusses her research on how students' reasoning in science becomes visible and how this understanding can be applied to improve teaching. She explains her passion for teaching, understanding, and application, and how her work supports pre-service and in-service teachers, helping them make better pedagogical decisions through formative assessment. The conversation also touches on the value of international collaborations and the importance of investing in educational research to understand and support the learning process.Mentioned in this episode as Dr. Moreira's recommended reading is Tina A. Grotzer's book Learning Causality in a Complex World: Understandings of Consequence.

Join us for an interview with Dr. Jill Castek and host, Dean Regina Deil-Amen.Dr. Castek, a former teacher and literacy specialist, is a professor in the department of Teaching, Learning, and Sociocultural Studies (TLS) and is the co-director of the Digital Innovation and Learning Lab (DIALL).More than just a tech-filled room, DIALL is a dynamic community hub where students, educators, and local partners come together to explore, create, and showcase digital learning experiences. From welcoming high school students thinking of becoming teachers to supporting graduate students as community leaders, DIALL is a living example of how education can adapt to the digital age while remaining deeply human. Dr. Castek’s research, including her work with community-based maker spaces and the NSF-funded Research Coordinated Network, underscores the importance of inclusive, innovative environments that foster inquiry and connection. In this episode, Mia Perry's book Pluriversal Literacies: When Words Are Not Enough is brought up as suggested reading.

Join us in this engaging episode in which Dr. Adriana Cimetta and Dr. Rebecca Friesen of the Center for Evaluation Assessment Research & Evaluation (CEARE) highlight the journey of three doctoral students from the University of Arizona, who recently clinched the top prize at the 2024 American Evaluation Association's United States Student Evaluation Case Competition. Hannah Douglas, Emilia Mbone Roland-Umasabor, and Yamini Bukhaya share their experiences and insights into the world of evaluation, shedding light on how the discipline serves as a formidable catalyst for change.

Dean Berry of the College of Education and Dr. Judy Marquez Kiyama, a professor of Educational Policy Studies and Practice, discuss the importance of culturally responsive curriculum and pedagogy at the University of Arizona and the history of Funds of Knowledge.In this episode, Dr. Kiyama shares her journey at the University of Arizona, from being a first-generation college student to holding various roles within the university and how funds of knowledge has played a role throughout her journey in academia. Dr. Kiyama discusses her research here at the University of Arizona and the various previous and current faculty members within the College of Education that have had an impact on her work and journey. Additionally, Dr. Kiyama shares her work developing the Cultural Responsive Curriculum Development Institute with campus leaders and how the institute  focuses on small, intentional changes rather than overhauling entire courses. It covers topics such as culturally relevant pedagogy, inclusive assessment, and curriculum design. The program has fostered collaboration across different colleges and departments, creating a community of practice among faculty. Dr. Kiyama highlights the transformative impact of the institute on faculty's teaching philosophies and the importance of continuous engagement in culturally responsive practices.

In this episode of Inquiry Oasis, Dean Robert Berry interviews Dr. Lia Falco, an educational psychologist and school counselor educator at the College of Education. Dr. Falco discusses her passion for her work, focusing on three key words: kids, school, and opportunity. She elaborates on her background in educational psychology and school counseling, emphasizing the developmental lens she uses to understand how K-12 students develop academically and emotionally, specifically in mathematics. Dr. Falco also highlights her research interests in self-efficacy, social persuasion, and readiness, particularly in relation to STEM education for girls and underrepresented populations. The conversation provides insights into how educators and school counselors can support holistic development and foster opportunities for students to realize their potential.

Join Dean Berry and Dr. Renae Mayes as they explore Dr. Mayes's work as a researcher and counselor. This episode of Inquiry Oasis explores themes of Black joy, community, and educational spaces through a compelling conversation between Dean Robert Berry and Dr. Renae Mayes, a professor and school counselor educator at the University of Arizona's College of Education. Dr. Mayes discusses her research focused on Black youth and families, emphasizing a strengths-based approach that celebrates the richness and resilience of Black identity.Key topics include the concept of Black joy as a source of peace, community, and freedom to fully embrace one's humanity, as well as the notion of "home place," inspired by bell hooks, as a protected space where joy and resistance coexist. The discussion extends to how educators can create environments that foster these spaces, allowing students to feel safe, valued, and able to thrive.This thought-provoking episode underscores the importance of intentionality in education, highlighting the transformative impact of embracing joy, diversity, and inclusivity in schools and communities.For more information on Dr. Renae Mayes's research, click here. To read bell hooks's work Homeplace (A Site of Resistance), click here.

Join us in learning about Dr. Adriana's work as a researcher and as the Director of the Center for Educational Assessment, Research, and Evaluation (CEARE). Dr. Cimetta discusses her multifaceted roles in teaching, research, and program evaluation, emphasizing her focus on equity in STEM education, fostering a sense of belonging, and diversifying the STEM workforce.The conversation explores the distinctions between assessment, research, and evaluation, highlighting how each contributes to decision-making and knowledge generation. Dr. Cimetta also shares insights into CEARE's active projects, which span evaluating undergraduate research experiences, STEM workforce development, and teacher training initiatives. The episode underscores the center's commitment to mentoring graduate students through hands-on evaluation and the overall power of evaluation.

Join us in learning about Dr. Kirsten Lansey's research and what brought her into her research in today's episode of the Inquiry Oasis podcast.Dr. Lansey is an Assistant Professor in special education at the College of Education.  Her overarching goal is to conduct research, teaching, and service that contributes to systemic educational change so that students with complex support needs receive inclusive and equitable learning opportunities that support them in reaching their goals.In today's episode, Dean Berry and Dr. Lansey dive into her research, discussing intersectionality, education policy and the impact on special education, multi-tiered systems of supports, and disability studies and critical race theory (DISCRIT). Dr. Lansey recommends the following reading in today's podcast:Julia White et al. (2019)  - Same as it Ever Was: The Nexus of Race, Ability, and, Place, and One Urban School District  

Join us for Part II of Dean Berry's interview with Associate Professor, Dr. JD Lopez as they continue their conversation on statistical erasure, the notion of understanding giving back, and Native Nation building. Additionally, they will discuss the "achievement gap" and where the gap really lies as well as Dr. Lopez's personal background that led him to higher education.Dr. Lopez's recommended reading from this episode: God is Red by Vine Deloria Jr.Dr. Django Paris's work is mentioned again, as well as connecting his work with Dr. Gloria Ladson Billings' work.

Join us for Part 1 of 2 of Dean Berry's interview with Dr. Jameson D. Lopez. Dr. Lopez is an Assistant Professor in the College of Education's Educational Policy Studies and Practice program and is an enrolled member of the Quechan tribe located in Fort Yuma, California. Dive into Dr. Lopez's work as an Indigenous quantitative researcher whose research focuses on Indigenous students and Indigenous communities, particularly using large data sets to understand these notions of statistical erasure, understand the notions of Giving back, a native nation building.  Mentioned in this episode are the following reports:The Meriam Report (1928)National Post Secondary Student Aid Study, (conducted every 3-4 years since 1987)Mentioned in this episode are the following Indigenous researchers:Dr. Django Paris, Professor of Culturally Sustaining Education at the University of Washington's College of Education.Dr. K. Tsianina Lomawaima, retired professor of Indigenous studies (Arizona State University).For more on Dr. JD Lopez's work: https://vimeo.com/372466640

Join Dean Robert Q. Berry and Executive Director of the Cooper Center for Environmental Learning, Colin Waite, on their discussion about the Cooper Center's six decade long history in Tucson, AZ. The Cooper Center began in 1964 and celebrates its 60th year of providing Tucson K-12 students with hands-on environmental education experiences in Southern Arizona.To celebrate, the Cooper Center is crowdfunding September - October 2024 with a goal of $60,000 to be raised, you can donate here. 

In this episode of Inquiry Oasis, host Jeffrey Anthony engages with Dr. Kristin Gunckel, a distinguished scholar in science education at the University of Arizona College of Education. The dialogue traverses the landscape of climate literacy, linking classroom pedagogy to community empowerment. Dr. Gunckel also walks us through her research on preparing elementary teachers for science education and the role this plays in cultivating informed citizens. The conversation delves into the synergies between scientific knowledge and social justice, particularly within the context of the Desert Southwest.Topics DiscussedIntegrating Computational Thinking into Environmental ScienceThe Role of Interdisciplinary Research in Science EducationEnvironmental Science Literacy Beyond Climate: Water Systems and MoreSocial Justice and Science: Interconnections and ImplicationsUniversity Collaborations: The Learning Progressions and Science 3 ProjectPreparing Teachers for Multifaceted Science Education ChallengesFuture Directions: Where Science Education Meets Community NeedsRecommend BooksEvolution's Rainbow: Diversity, Gender, and Sexuality in Nature and People by Joan RoughgardenThe Book of Hope: A Survival Guide for Trying Times by Jane Goodall & Douglas Abrams

In this episode of Inquiry Oasis, we welcome Dr. Taucia González, an assistant professor of special education at the University of Arizona College of Education. Dr. González sheds light on her groundbreaking GANAS project, where high school students use testimonios as a narrative tool to critically reflect on systemic barriers in education. We explore how these narratives from bilingual, Latina/Latino/Latinx, and Hmong youths, with and without disabilities, challenge traditional pedagogies and contribute to a more inclusive educational landscape. Dr. González's insights underscore the importance of integrating cultural and linguistic diversity into educational systems to empower marginalized communities.Topics Discussed:The GANAS Project: Empowering Bilingual Youths Through TestimoniosEducational Inequities: Insights from Bilingual and Disabled StudentsThe Intersection of Race, Language, and Disability in EducationTestimonios: A Tool for Critical Reflection and Social ChangeCase Study Highlight: Diego's Educational Journey Envisioning a Future of Inclusive and Affirming Educational SpacesResources:Sustaining Disabled Youth: Centering Disability and Assets Pedagogies - Edited by Federica Waitoller and Kathleen King ThoriusMentioned Scholars: Mariana Pacheco (UW Madison), Na Lor (Teachers College, Columbia), Joan Hong (University of Maryland, College Park), Kate Roberts (Doctoral candidate, UW Madison)

This episode of The Inquiry Oasis we dive into the REEDS (Research on Educational Equity and Diversity in STEM) Fellowship Program at the University of Arizona College of Education. Funded by a significant NSF grant, this initiative aims to reshape STEM education through research focused on creating inclusive and diverse learning environments. The episode features conversations with the first cohort of REEDS fellows - Drs. Abby Rocha, Sy Simms, Nicholas Witt, and Shakuntala Devi Gopal - who share their individual research projects, personal inspirations, and experiences in transitioning from graduate students to postdoctoral scholars. They reflect on the intersection of STEM, diversity, and education, and discuss how their work contributes to a more equitable academic landscape.Topics Discussed:Cultivating Culturally Affirming Mathematics CurriculumEquitable STEM Access for Marginalized Learners Institutional Diversity and Sense of BelongingCulturally Responsive Pedagogy in Higher EducationChallenges and Opportunities of Postdoctoral TransitionRole of Personal and Professional Identities in Academic ResearchImpacts of Research on Policy and Practice in Higher EducationRecommended Books/Papers:Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms by Luis C. Moll, Cathy Amanti, Deborah Neff, Norma GonzalezThe Professor Is In by Karen KelskyOn Being Included, Racism and Diversity in Institutional Life by Sara AhmedReading and Writing the World with Mathematics: Toward a Pedagogy for Social Justice by Eric Gutstein 

In this episode of Inquiry Oasis, we delve into the fascinating world of cognitive processes in education with Dr. Jonathan Tullis, Associate Professor of Educational Psychology at the University of Arizona College of Education. Dr. Tullis, a prominent figure in the Cognition and Memory in Education and Learning Lab, shares insights from his groundbreaking research on the interaction between memory and learning environments, with a special focus on "Remindings." We explore his NSF-funded CAREER grant and its implications for optimizing learning strategies, aligning them with our natural cognitive tendencies. Dr. Tullis’s work is a critical beacon in understanding how cognitive processes shape effective learning environments, contributing significantly to the field of educational psychology.Topics Discussed:Journey to the Forefront: Dr. Tullis’s Path in Educational PsychologyThe CAMEL Lab: Pioneering Research in Cognition and MemoryThe Essence of 'Remindings': Transforming Educational StrategiesCognitive Environments and Learning: An Intersecting RealmMemory Optimization: Strategies for Effective LearningUnearthing Discoveries: Surprises in Cognitive ResearchFuture Visions: Integrating Cognitive Principles in EducationBook Recommendation:Make It Stick: The Science of Successful Learning – by Peter Brown, Henry Roediger, Mark McDaniel

In this episode of The Inquiry Oasis, host Jeffrey Anthony speaks with Dr. Dawn Demps, exploring her remarkable journey from a high school dropout in Flint, Michigan, to becoming an assistant professor at the University of Arizona, College of Education. Dr. Demps shares her transformative experiences with educational policy and social justice, highlighting the pivotal role of TRIO programs and the impact of community support on her academic pursuits. She delves deep into the realms of Black Feminism, Critical Race Theory, and Community Cultural Wealth, illuminating their importance in challenging educational exclusion and shaping inclusive futures. Dr. Demps underscores the importance of storytelling in research, advocating for the inclusion of diverse narratives as valid data sources. Her vision for the future of K-12 education is one of freedom, community engagement, and inclusiveness.   Topics Discussed:Educational Resilience and Personal Transformation: Exploring the transformative journey from high school dropout to academia.Intersection of Race, Policy, and Educational Leadership: Examining how these elements interplay in shaping educational landscapes.Empowerment through Black Feminism and Critical Race Theory: Delving into the impact of these frameworks on understanding and addressing educational inequities.The Significance of Community and Cultural Wealth in Education: Highlighting the role of community support and cultural knowledge in enriching educational experiences.Storytelling as a Powerful Tool in Academic Research: Discussing the importance of integrating personal narratives and community stories into scholarly work.Advocating for Inclusive and Community-Based Education Models: Envisioning a future of education that is inclusive, community-centered, and liberating.Scholarly Activism and Its Role in Transformative Educational Change: Emphasizing the importance of activism in academia for driving systemic change in education. Resources:Journal of Negro Education: Blooming In the Shafts: A Black Mother Scholar’s Tale of Flipping Pandemic Precarity to Educational PossibilityDerrick Bell: Brown V. Board of Education and the Interest Convergence DilemmaBrittney Cooper: Link to ResourcesOctavia Butler: Link to Resources Book Recommendation:Teaching to Transgress: Education as the Practice of Freedom – By Bell Hooks

In this episode of Inquiry Oasis, Dr. Adai Tefera, an associate professor of special education at the University of Arizona's College of Education delves into her pivotal research on racial disparities in special education, examining the complex interplay of race, disability, language, and other social factors. We take a look at Dr. Tefera’s article she co-authored in the American Educational Research Journal - The Aftermath of Disproportionality Citations: Situating Disability-Race Intersections in Historical, Spatial, and Sociocultural Contexts, and explore the historical, socio-cultural, and spatial contexts shaping educational policies and their impact on students with disabilities. Dr. Tefera's insights illuminate the urgent need for transformative changes in educational equity and policy-making.Topics Discussed:Navigating Intersections: Race and Disability in EducationA Deeper Look: Disproportionality in Special EducationMethodological Insights: Uncovering Systemic InequitiesBreaking New Ground: Key Findings from Dr. Tefera's ResearchThe Construct of Defectcraft: Rethinking Disability and RaceUnveiling Histories: The Impact of Past Policies on Present PracticesShaping Futures: Implications for Education in Diverse CommunitiesResources:Disability and Difference in Global Contexts: Enabling a Transformative Body Politic – by Nirmala ErvellesToward an Interdisciplinary Understanding of Educational Equity and Difference: The Case of the Racialization of Ability - By Alfredo Artiles 

In this episode of Inquiry Oasis, host Jeffrey Anthony talks with Dr. Ji Hong a professor in the Department of Educational Psychology at the University of Arizona's College of Education. The central theme centers around Dr. Hong's research on multiple marginalized and underrepresented teachers. We explore the challenges these teachers confront, emphasizing the role of intersectional identities in shaping both their personal and professional experiences. Dr. Hong underscores the necessity of qualitative research methodologies in capturing the depth and nuance of these lived experiences. By doing so, she argues for a reevaluation of educational systems to better support and understand marginalized teachers. Topics Discussed:The Significance of Identity: Understanding the experiences of multiple marginalized and underrepresented teachers.Methodological Choices: The role of qualitative research in capturing complex lived experiences.Intersectionality: How intersecting identities complicate the challenges faced by marginalized teachers.Educational Systems: Critiquing current practices and policies that perpetuate inequality and marginalization.Personal Narratives: Dr. Hong's journey into this line of research and its relevance.Real-world Implications: The direct effects of teacher marginalization on educational quality and student well-being.Future Directions: Dr. Hong's vision for a more equitable and inclusive educational landscape.Recommended PaperCan educational psychology be harnessed to make changes for the greater good? By Francesca LopezOther Resources:Wellbeing under threat: Multiply marginalized and underrepresented teachers’ intersecting identities by Ji Hong and Dionne Cross Francis

Join us in this enlightening episode of the Inquiry Oasis as we delve into the inspiring work of Dr. Iliana Reyes at the University of Arizona, College of Education. Dr. Reyes takes us through her vital role at the Borderlands Education Center, an initiative strengthened by a recent Department of Education grant. Her rich dialogues with children, pre-service teachers, and community stakeholders shed light on the multifaceted nature of education, from fostering inclusive experiences to enhancing local and global perspectives. This episode is a compelling exploration of the intersections of education, community connection, innovative teaching practices, and cultural understanding – an essential listen for those committed to a more engaged and reflective educational landscape.Topics Discussed:University of Arizona's status as a Hispanic Serving Institution (HSI)Project ADALANTE and The Borderlands Education CenterInteraction between pre-service teachers and young children's theoriesThe role of educators in translating knowledge into practiceResponsive teaching strategies for specific students and community needsInternational initiatives and the value of diverse local community experiencesThe 25th anniversary of the influential book "Funds of Knowledge" Recommended Book:Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms by Norma Gonzalez, Luis Moll, and Kathy Amanti

In this episode of the Inquiry Oasis, host Jeffrey Anthony sits down with Dr. Sunggye Hong, a leading faculty member at the University of Arizona's College of Education, who is breaking new ground in the realm of accessible science education for the visually impaired. Dr. Hong elucidates the transformative possibilities that lie at the intersection of assistive technology, multisensory approaches, and STEM curricula. Their conversation takes us on a journey from the barriers of traditional educational paradigms to the frontiers of inclusivity, revealing how Dr. Hong's work is not merely about accommodation, but about redefining the very fabric of educational experiences. Tune in to discover an inspiring narrative that challenges us to think differently about the role of technology and sensory diversity in shaping a more equitable academic landscape.Topics Covered:The Evolution of Assistive TechnologyThe Significance of Multisensory LearningThe Role of Planetary Science in Inclusive EducationNavigating the Barriers to Accessibility in STEMThe Impact of High Expectations on Students with Visual ImpairmentsDr. Hong's Personal Journey and MotivationsCommunity Benefits of Inclusive Research at the University of ArizonaFuture Horizons: Dr. Hong's Vision for Assistive TechnologiesBook Recommendation:Haben: The Deafblind Woman Who Conquered Harvard Law by Haben Girma

In this captivating episode of the Inquiry Oasis we explore the fascinating journey of Dr. Corey Knox. Dr. Knox, newly appointed as the Deputy Director at the University of Arizona’s Astrobiology Center, shares her unique trajectory from education researcher to her role in this new center. Throughout our conversation, Dr. Knox illuminates the profound ways in which science interacts with local communities and cultures and reveals the interconnectedness of astrobiology with urgent global issues such as climate change. Knox’s reflections on her time at the College of Education and its vibrant community are as enriching as her insights into education as a tool for liberation. This episode is a must-listen for those intrigued by the confluence of science, education, and social equity.Topics Discussed:The mission and vision of the University of Arizona's Astrobiology CenterInterdisciplinary nature of astrobiology: Combining astronomy, biology, humanities, and indigenous knowledgeRelevance of astrobiology to understanding and addressing climate changeConnecting astrobiology discoveries with lived human experiences across culturesThe foundational role of Diversity, Equity, and Inclusion (DEI) in astrobiology and educationIncorporating Tucson's local community histories and innovative practices in educational initiativesEducators as facilitators: Bridging various disciplines in the universityInfluence and significance of Dr. Knox's recommended readings on her worldviewEducation as a tool for individual and societal liberation: Insights from 'Pedagogy of the Oppressed' Books:Life on Other Planets: A Memoir of Finding My Place in the Universe by Aomawa ShieldsPedagogy of the Oppressed by Paulo Freire

In this episode of The Inquiry Oasis, host Jeffrey Anthony speaks with Dr. Valerie Shirley and Dr. Jeremy Garcia, co-founding directors of the Indigenous Teacher Education Program (ITEP) at the University of Arizona College of Education. The discussion meticulously dissects the ITEP framework, philosophy, and its consequential impact on Indigenous students, schools, and communities. Exploring topics that range from the program's origins to its broader socio-cultural implications, the episode weaves a compelling narrative that underscores the need for culturally attuned and community-based approaches in education.Topics DiscussedIndigenous Epistemologies: The Knowledge Systems Guiding ITEPPhilosophical Underpinnings: The Ideological Foundation of ITEPCultural and Community Context: ITEP's Grounding in Indigenous CommunitiesThe Role of Ceremonies and Cultural Practices in Indigenous EducationIntersecting Identities: Navigating Multiple Cultural Spaces in EducationThe Pedagogical Journey: Academic Paths and Influences of Drs. Shirley and GarciaITEP's Impact and Future: Addressing Challenges and Charting New Directions Recommended BooksIndigenous Methodologies: Characteristics, Conversations, and Contexts by Margaret KovachCulturally Sustaining Pedagogies, Teaching and Learning for justice, Justice in a Changing World by Django ParisRed Pedagogy: Native American Social and Political Thought by Sandy Grande

Embark on a fascinating journey into the realm of early childhood robotics with Dr. Sung eun Jung, an early childhood educator and researcher specializing in robotics education at the University of Arizona College of Education. In this episode, we explore the existential and ontological questions young children pose about robots, the cultural implications of programming, and the future of culturally responsive STEM teaching and learning. Dr. Sung’s insights into children's agency, empowerment, and the importance of hands-on interaction offer a profound look into how technology can shape children's understanding of the world. This episode provides an invaluable perspective for educators, parents, and anyone interested in the intersection of technology, education, and child development. Topics Discussed:The philosophical inquiries of children in relation to robotsThe cultural norms and values embedded in robot programmingThe future vision for early childhood robotics and STEM educationCulturally responsive pedagogy and community engagementThe importance of agency in children's interaction with technologyThe connection between pedagogy and equity for marginalized childrenThe role of early childhood educators in shaping robotic education Books Discussed:Good Guys Don't Wear Hats": Children's Talk About The Media by Joseph TobinLearn more:https://coe.arizona.edu/ 

Join us in this enlightening episode of The Inquiry Oasis: A Uarizona College of Education Podcast as we delve into the expansive world of STEM education with Dr. Heather Haeger, research director for the STEM Learning Center. Dr. Haeger shares her insights into equity, diversity, and the importance of inclusive environments in STEM fields. From bridging the boundaries between STEM and the humanities to exploring the intricate connections between disciplines, this episode reveals the transformative potential of collaborative research. An essential listen for those passionate about education, diversity, and innovative thinking.Topics Discussed:Equity, diversity, and inclusivity in field research experiencesThe importance of safety and support in research environmentsThe significance of diversity and equity in STEM for global communityInterconnectedness of STEM with arts and humanitiesThe concept of haunting in institutional racism and white supremacyStudents' experiences in field research: both positive and negativeThe economic impact of inclusion and exclusion in STEM fields Book Discussed”"Weaving an Otherwise: In-relations Methodological Practice" by Dr. Amanda Tashjian and Z NicolazzoLearn more:https://coe.arizona.edu/ 

Join us in this insightful episode of the Inquiry Oasis as we journey through the transformative research of Dr. Ashley D. Domínguez, a faculty member at the University of Arizona, College of Education. Dr. Domínguez unravels her summer research work in Puerto Rico, merging education with youth activism, and the potent influences of art, theater, and culture on community building and learning. Her work, from training students in research methods to fostering community rejuvenation, sheds light on the empowering potential of education. Dr. Domínguez  also brings to light the intricate dynamics of protagonists and antagonists in storytelling and the unique role of arts-based research tools in her work through the experiences she gained at the Pedagogy and the Theater of the Oppressed workshop she attended this summer. We also explore the University of Arizona designation as a Hispanic Serving Institutions (HSI) and the transformative opportunities this provides for researchers at UArizona. An essential listen for those interested in the intersection of education, art, culture, and social activism.Topics Discussed:Youth Participatory Action Research (YPAR)The role of theater, art, and culture in enhancing learning experiencesDr. Dominguez’s trajectory in youth activism and education researchTeaching research methods to University of Puerto Rico, Cayey undergraduatesThe transformative role of arts-based research toolsResearch Impacts of Hispanic Serving Institutions (HSI)The concept of transformational resistance in youth activismThe power of education as a tool for societal change and empowermentPaper Recommendation:Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework by Daniel Solorzano and Delgado Bernal, 2001Books Discussed:Theater of the Oppressed Pedagogy of the Oppressed 

In this episode of Inquiry Oasis, host Jeffrey Anthony converses with Dr. Regina Deil-Amen, the newly appointed Associate Dean of Faculty Affairs for the College of Education at the University of Arizona, and a distinguished scholar championing inclusive education within the STEM field. The dialogue illuminates the multifaceted landscape of empowering diverse and underrepresented students, with Dr. Deil-Amen shedding light on the unique challenges faced by low-income students and the intricacies of racial and ethnic diversity. Exploring concepts such as a transfer receptive culture and the intersection of racial dynamics in STEM, the conversation articulates a vision for a future marked by compassion and innovation. Listen as they uncover inspiring viewpoints, laying the groundwork for a more equitable and inclusive STEM community. Topics DiscussedSTEM Identity: Understanding the Culture and ChallengesInclusive Education: A New Paradigm in STEMThe Interplay of Race and Ethnicity in STEM CommunitiesTranscending Conventional Barriers in STEM EducationThe Nexus of Innovation, Compassion, and Inclusivity in STEMPioneering Approaches: The NSF S-STEM Grant and Beyond Books/Papers Discussed"Power to Transfer: Critical Race Theory and a Transfer Receptive Culture," by Dr. Jain, Dr. Melendez, and Dr. Herrera"Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation," by Dr. Ebony McGee 

In this inaugural episode of "Inquiry Oasis," host Jeffrey Anthony welcomes Dean Berry, a distinguished researcher and advocate in mathematics education and Dean of the College of Education at the University of Arizona. Dean Berry shares valuable insights from his extensive research, focusing on the experiences and empowerment of black boys in K12 mathematics classrooms. In this context, Berry thoughtfully explains his purposeful use of the term 'boy,' underlining it as a developmentally appropriate descriptor acknowledging their need for mentorship and support, while simultaneously challenging prevailing narratives. The conversation dives deep into the importance of supportive learning environments, the impact of high-leverage teaching practices, and the surprising outcomes from his community-centered program, M-SCAN. Dean Berry also discusses the broader implications of his work, emphasizing the necessity for the STEM fields to genuinely embrace diversity and adapt to the evolving identities that accompany it. This episode underscores the brilliance of black children in mathematics and emphasizes the transformative power of assuming and nurturing this brilliance in educational practices. Topics Discussed:Empowering black boys in mathematics educationCreating supportive classroom environments High-leverage teaching practicesCommunity-centered educational initiatives (M-SCAN)Fluid racial identities in biracial students Diversity in the STEM fields Challenges in increasing diversity in STEM Importance of assuming brilliance in black children Role of teachers and administrators in fostering student engagement The impact of mentorship in educational development Book recommendation:The Brilliance of Black Children in Mathematics: Beyond the Numbers and Toward New Discourse 

Welcome to "The Inquiry Oasis", a bi-monthly podcast presented by the University of Arizona College of Education. Join us as we shine a spotlight on our faculty members, offering them a platform to discuss their impactful research in areas such as educational psychology, teacher education, and school leadership, among others. From their personal journeys and motivations to the transformative effects their work has on lives both locally and globally, we offer a window into the multifaceted world of education research. Recorded in our Digital Innovation and Learning Lab, each episode explores the dynamic blend of cultures and ideas inspiring our faculty's research.Join us on the 1st and 3rd Wednesdays of every month for insightful conversations that unpack the power and potential of education. Whether you're an educator, a student, or a lifelong learner, "The Inquiry Oasis" is your go-to source for gaining a deeper understanding of the passion, drive, and innovation at the heart of education. Discover more at: https://coe.arizona.edu/