Updated: Jan 10
Friday, January 8, 2021 – 10:30 AM EDT
Moderated by Dr. Ezekiel Dixon-Román, ICQCM Director and Associate Professor, University of Pennsylvania
Dr. Danny Bernard Martin is Professor of Education and Mathematics at the University of Illinois at Chicago. He teaches content and methods courses in the undergraduate elementary education program as well as courses in the PhD programs in Mathematics and Science Education, and Curriculum Studies. He served as Department Chair of Curriculum and Instruction from 2006-2011 and again from 2013-2016. Prior to coming to UIC, he was Instructor and Professor in the Department of Mathematics at Contra Costa College for 14 years, serving as Chair for three years, and was a National Academy of Education Postdoctoral Fellow from 1998-2000.
Dr. Martin’s research has focused primarily on understanding the salience of race and identity in Black learners’ mathematical. Martin is author of the book Mathematics Success and Failure Among African Youth (2000/2006, Erlbaum), co-author of The Impact of Identity in K–8 Mathematics Learning and Teaching (2013, NCTM), editor of Mathematics Teaching, Learning, and Liberation in the Lives of Black Children (2009, Routledge), and co-editor of The Brilliance of Black Children in Mathematics: Beyond the Numbers and Toward New Discourse (2013, Information Age).
Cindy Tekobbe joined Bama’s Department of English in 2015. Her research interests include rhetorics of gender identities and sexualities, feminisms, cultures, networks and technologies, indigeneities and survivance, and the literacy and cultural practices of digital communities.
Prior to 2015, Dr. Tekobbe taught classes at Arizona State University in ASU’s Department of English, ASU Writing Programs, and ASU’s Herberger School of Arts, Media + Engineering in digital design, digital rhetoric, social media literacy, gender and sexuality, rhetorics of memory and identity, and academic writing and research methods. Dr. Tekobbe is a
career software developer and project manager, specializing in enterprise financial applications and web platforms.
Teresa L. McCarty is an educational anthropologist whose work focuses on Indigenous education and language education policy. She is the George F. Kneller Chair in Education and Anthropology at the University of California, Los Angeles, and the Alice Wiley Snell Professor Emerita of Education Policy Studies at Arizona State University. A Fellow of the American Educational Research Association, Society for Applied Anthropology, and International Centre for Language Revitalisation, she has also been the National Endowment for the HumanitiesFellow at the School for Advanced Research. She served as editor of American Educational Research Journal and Anthropology and Education Quarterly, and she coedits the Journal of American Indian Education.
Her books include A Place To Be Navajo—Rough Rock and the Struggle for Self-Determination in Indigenous Schooling,
“To Remain an Indian”— Lessons in Democracy from a Century of Native American Education (with K.T. Lomawaima), Ethnography and Language Policy, Language Planning and Policy in Native America, Indigenous Language Revitalization in the Americas
(with S. Coronel-Molina), The Anthropology of Education Policy (with A.E. Castagno), and A World of Indigenous Languages (with S.E. Nicholas and G. Wigglesworth). In 2010 she received the George and Louise Spindler Award from the Council on Anthropology and Education for distinguished and inspirational contributions to educational anthropology.
In 2015 she presented the American Educational Research Association’s 12th Annual Brown Lecture, “So That Any Child May Succeed—Indigenous Pathways Toward Justice and the Promise of Brown.” She is currently Principal Investigator of a U.S.-wide study of Indigenous-language immersion schooling funded by the Spencer Foundation. She became a member of the National Academies of Education in 2019