Editorial Team
Board Members
Molly Hamm-RodrÃguez is a doctoral student in Educational Equity and Cultural Diversity. Her research interests are interdisciplinary, bridging linguistics, anthropology, education, and ethnic studies (especially Dominican and Puerto Rican Studies). Her work explores the intersections between language, im/migration, culture, social identity, and schooling, with a particular focus on transnationalism, diaspora, citizenship, and relational racialization. She believes that advancing public scholarship—and redefining what is valued as research and whose interests are centered in research—is necessarily part of any effort striving for equity and social change. Prior to moving to Å·ÃÀ¿Ú±¬ÊÓƵ, Molly was the Associate Director of a nonprofit organization in the Dominican Republic. She received an M.A. in International Educational Development from Teachers College, Columbia University.
Matt Hastings is a doctoral candidate in Education Foundations, Policy, and Practice. His research focuses on the ethical and pedagogical role of attention in education. This research is situated in a broader study of the ways attention in the field of education is directed by policy, research, and market-based reforms. Matt is committed to a public scholarship that promotes a well informed citizenry by drawing attention to and clarifying important issues, evidence, and perspectives. Before coming to Å·ÃÀ¿Ú±¬ÊÓƵ Boulder, Matt completed a M.A. in philosophy of education at Teachers College, Columbia, and has a B.A. in philosophy from Illinois Wesleyan University. Matt taught English in Shenzhen, China and worked in an elementary classroom near his hometown, Chicago.
MarÃa Ruiz-MartÃnez is a doctoral student in Educational Equity and Cultural Diversity. Her research interests interrogate the coloniality of belonging by examining how race and the interrelated categories of ethnicity, gender, class, indigeneity, sexuality, and legal status impact the lives of transnational students from Abya Yala (the precolonial name for the Americas). These lines of inquiry bring Maria to further probe how imposed identity labels work in concert to oppress and marginalize students. She believes public scholarship is a tool to confront and reveal the material circumstances that deprive people of their humanity by moving away from hierarchical to dialogical ways of knowing and being. Prior to arriving at Å·ÃÀ¿Ú±¬ÊÓƵ Boulder, Maria was a bilingual early childhood teacher.
Dan Moore is a Ph.D. student in secondary literacy studies. His research interests include creating culturally representative and equitable educational experiences for youth with early onset drug and alcohol addiction and working with pre-service and practicing teachers to create a more equitable educational experience for youth in alternative education settings such as incarceration facilities. Prior to attending Å·ÃÀ¿Ú±¬ÊÓƵ, Dan received a B.A. in English and a M.Ed. literacy studies from University of Nevada, Las Vegas. He also taught in Clark County School District where he taught at a drug and alcohol recovery high school.
Chris Saldaña is a doctoral student in Educational Foundations Policy and Practice. His research examines the policies and laws that govern how K-12 public schools are funded and explores how these policies and laws might be redesigned or reformed to best serve students. Chris believes that public scholarship is an important tool in creating meaningful change, and he is committed to public scholarship that is both rigorous and inclusive of voices that have been and continue to be marginalized. Chris holds a B.A. in Economics from the University of California, San Diego and a M.A. in Economics from California State University, Fullerton. Prior to beginning his program, Chris worked as an economist for an economic research firm in Los Angeles, California.
Daniel Garzon is a doctoral student in Educational Equity and Cultural Diversity. His research interests include teacher and student raciolinguistic ideologies and identities, and education policy impacting Latinx communities in the US (especially in Florida). Daniel believes public scholarship empowers communities and schools with the tools to participate in current research and strive for educational equity. Prior to receiving an MA in Linguistics from Florida International University, Daniel was an elementary school Spanish teacher in Northern Virginia.
Bailey Duhé is a doctoral student in Cultural Anthropology. Her research focuses on the experiences of mixed-race citizens in the United States, specifically how racially fluid individuals identify themselves and are identified within formal structures such as government records, census data, and schools. She works in New Orleans, Louisiana with Creoles of color and utilizes a Critical Mixed Race Studies framework to address issues of colorism, heritage, and racial fluidity in her research. Before starting her Ph.D., Bailey's MA research focused on how African American history and culture were taught in community museums in the Southern United States, specifically during the Black Museum Movement.
LeAnna T. Luney is a first-generation college graduate from "Zion," Kentucky, and is currently a Ph.D. student in the University of Å·ÃÀ¿Ú±¬ÊÓƵ Boulder’s Comparative Ethnic Studies Department. Her current research examines African and African American students’ perceptions of predominantly white educational institutions, and the everyday coping mechanisms these students use to survive in racially hostile learning environments. LeAnna believes in the tenants of public scholarship to center marginalized communities' voices and work from a critical Black feminist and Black psychology framework. Prior to attending Å·ÃÀ¿Ú±¬ÊÓƵ Boulder, she earned a B.A. in Psychology and a B.A. in African & African American Studies at Berea College, and an M.A. in Pan-African Studies at the University of Louisville.
Kachine Kulick (she/her/hers) is a doctoral candidate in Teacher, Learning, Research and Practice (TLRP). Her research interests are rooted in co-designing and queering teacher learning environments that center anti-racist positionings. Her pedagogy focuses on not just intellectualizing anti-racism, but also, an embodiment of practices towards collective healing and re-imagining towards liberation for all. As a human, Kachine likes to ride her bike while blasting jams, forage plants in the forest, and sit with her ancestors. Prior to Å·ÃÀ¿Ú±¬ÊÓƵ, Kachine received a B.A. in Elementary Education at Penn State University and a M.A. in Urban Leadership at Å·ÃÀ¿Ú±¬ÊÓƵ Denver.
Andrea Glaws is a PhD student in Literacy Studies and Teacher, Research, Learning and Practice. Her research interests revolve around the use of teaching literature for equity aims with a focus on considering how literature can be used in classrooms in conjunction with critical theories as a means to challenge and disrupt racism, sexism, classism, homophobia, transphobia, Islamophobia, and other hegemonic ideas. Prior to attending Å·ÃÀ¿Ú±¬ÊÓƵ, Andrea taught middle school language arts in Denver, CO and Dallas, TX. She holds a B.A. from the University of Wisconsin-Madison and an M.Ed. from the Harvard Graduate School of Education.
Adria Padilla-Chávez is a doctoral student in Learning Sciences and Human development. Adria was both an elementary classroom teacher and instructional coach for nineteen years in the Denver metro area. These invaluable experiences and her school community inspired her to apply to graduate school to explore how to design learning experiences that are in harmony with human dignity.