Native Faculty


  • Jean E. Fox Tree

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    Jean E. Fox Tree

    Professor of Psychology

    Email:foxtree@ucsc.edu

    DEGREES:

    Ph.D., Stanford University

    M.Sc., University of Edinburgh

    A.B., Harvard University

    AREAS OF EXPERTISE:

    Psychology, Cognitive Science, and Psycholinguistics, with a focus on the production and comprehension of spontaneous speech and writing.

    AWARDS:

    2013-2016 NSF: Processing Opinion Sharing Dialogue in Social Media

    2011-2015 NSF: Gestural and Linguistic Expressivity and Entrainment in Dialogue

    2006 Psi Chi Research Mentorship Award

    SELECTED PUBLICATIONS:

    Tolins, J. & Fox Tree, J. E. (2014). Addressee backchannels steer narrative development. Journal of Pragmatics, 70, 152-164 .

    Fox Tree, J. E. & Clark, N. B. (2013). Communicative effectiveness of written versus spoken feedback. Discourse Processes, 50(5), 339-359.

    Blackwell, N. & Fox Tree, J. E. (2012). Social factors affect quotative choice. Journal of Pragmatics, 44, 1150-1162.

    Liu, K. & Fox Tree, J. E. (2012). Hedges enhance memory but inhibit retellings. Psychonomic Bulletin & Review, 19(5), 892-898.

    Fox Tree, J. E., Mayer, S. A., & Betts, T. E. (2011). Grounding in instant messaging.

    Journal of Educational Computing Research, 45(4) 455-475.

    Fox Tree, J. E. (2010). Discourse markers across speakers and settings. Language and Linguistics Compass, 3(1), 1–13.


  • Amy Lonetree

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    Amy Lonetree

    Associate Professor of History and American Studies

    Email:lonetree@ucsc.edu

    Tribal Affiliation: Enrolled Citizen of the Ho- Chunk Nation

    http://www.ho-chunknation.com/?PageId=457

    DEGREES :
    Ph.D. Ethnic Studies, University of California, Berkeley
    M.A. Social Sciences, University of Chicago
    M.A. History, Indiana University
    B.A. History, University of Minnesota

    AREAS OF EXPERTISE:
    Indigenous History, Museum Studies, Memory and American History, Native American Cultural Production, Public History, and Ho-Chunk Tribal History.

    AWARDS:
    Chancellor's Postdoctoral Fellowship for Academic Diversity, University of California, Berkeley, 2004-2006.  

    SELECTED PUBLICATIONS :

    Decolonizing Museums:  Representing Native America in National and Tribal Museums  (University of North Carolina Press, forthcoming 2012).

    with Tom Jones, Michael Schmudlach, Matthew Daniel Mason and George Greendeer, People of the Big Voice: Photographs of Ho-Chunk Families by Charles Van Schaick, 1879-1925, Foreword by Truman Lowe (Madison:  Wisconsin Historical Society Press, 2011).

    Awards: Photography: People Category, USA National Best Book Awards

    Co-editor with Amanda J. Cobb, The National Museum of the American Indian: Critical Conversations (Lincoln: University of Nebraska Press, forthcoming 2008)

    Guest Editor, "Critical Engagements with the Smithsonian's National Museum of the American Indian," a special issue of the American Indian Quarterly, Volume 30, No. 3 and 4, Summer/Fall 2006.

    "Missed Opportunities: Reflections on the National Museum of the American Indian" in American Indian Quarterly, Volume 30, No. 3 and 4, Summer/Fall 2006, p. 632-645. Revised and expanded form of essay as "'Acknowledging the Truth of History': Missed Opportunities at the National Museum of the American Indian," in Amy Lonetree and Amanda J. Cobb, ed., The National Museum of the American Indian: Critical Conversations (Lincoln: University of Nebraska Press, forthcoming 2008)

    "Continuing Dialogues: Evolving Views of the National Museum of the American Indian", in The Public Historian, Invited Roundtable on the National Museum of the American Indian, Volume 28, No. 2, Spring 2006, p. 57-61.

    "Transforming Lives by Reclaiming Memory: The Dakota Commemorative March of 2004," in Waziyatawin Angela Wilson, ed., In the Footsteps of Our Ancestors: The Dakota Commemorative Marches of the 21st Century (St. Paul, MN: Living Justice Press, 2006), 246-256.


  • Renya Ramirez

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    Renya Ramirez

    Associate Professor of Anthropology and American Studies

    Email:renya@ucsc.edu

    Tribal Affiliation: Enrolled Member of the Winnebago Tribe of Nebraska and descendent of the White Earth Ojibwe.


    DEGREES :
    B.A. Social Welfare, University of California, Berkeley
    M.A. Anthropology, Stanford University 
    Ph.D. Education, Stanford University

    AREAS OF EXPERTISE:
    Urban Native Americans, diaspora, transnationalism, Native feminisms, gender and cultural citizenship, and relationship between Native Americans and anthropology, and anti-racist education.

    AWARDS:
    Rockefeller Grant (2001-03)

    SELECTED PUBLICATIONS :
    "Race, Gender, and Tribal Nation: A Native Feminist Approach to Belonging," Meridians Journal: Feminism, Race, Transnationalism (forthcoming).

    Native Hubs: Culture, Community, and Belonging in Silicon Valley and Beyond, Duke University Press (2007)

    "Native Americans, Cultural Citizenship, and Community Healing: Three Ethnographic Cases," Tom Biolsi (ed.) A Companion to the Anthropology of American Indians,Malden, Mass: Blackwell Publishing (2004)

    "Healing, Violence, and Native American Women,"Social Justice, Vol.31, no. 4 (2004)
    "Julia Sanchez's Story: An Indigenous Woman Between Nations,"Frontiers: A Journal of Women's Studies, Vol. 23, no. 2 (2002)

    "Healing Through Grief: Urban Indians Re-imagining Culture and Community." Lobo, Susan, Peters, Kurt (eds.). American Indians and the Urban Experience. Tucson: Altamira Press (2001)

    "Healing Through Grief: Urban Indians Re-imagining Culture and Community in San Jose, California," , Lobo, Susan, Peters, Kurt (eds).Journal of American Indian Culture and Research, Vol. 22, no. 4,Los Angeles: University of California at Los Angeles (1998)


  • Tsim D. Schneider

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    Tsim D. Schneider

    Assistant Professor of Anthropology

    Email: tdschnei@ucsc.edu

    Tribal Affiliation: Enrolled Citizen of the Federated Indians of Graton Rancheria

    Degrees:

    Ph.D., Anthropology, University of California, Berkeley

    M.A., Anthropology, University of Texas at Austin

    B.A., Anthropology, University of Texas at Austin

    Areas of Expertise:

    Anthropological archaeology, culture contact and colonialism, Spanish missions, borderlands, landscape and place, social memory, lithics, indigenous archaeology, California and North America

    Awards:

    University of California President’s Postdoctoral Fellowship, 2013-2015

    University of California Dissertation-Year Fellowship, 2009-2010

    Selected Publications:

    2015    “Placing Refuge and the Archaeology of Indigenous Hinterlands in Colonial California.” American Antiquity (forthcoming).

    2015    “Envisioning Colonial Landscapes Using Mission Registers, Radiocarbon, and Stable Isotopes: An Experimental Approach from San Francisco Bay.” American Antiquity 80(3):511-529.

    2014    “Native Agency at the Margins of Empire: A California Perspective on the Role of Spanish Missions in the Indigenous Landscape” by Tsim D. Schneider and Lee M. Panich. In Indigenous Landscapes and Spanish Missions: New Perspectives from Archaeology and Ethnohistory, edited by Lee M. Panich and Tsim D. Schneider, pp. 5-22. Tucson: University of Arizona Press.

    2014    Indigenous Landscapes and Spanish Missions: New Perspectives from Archaeology and Ethnohistory, edited by Lee M. Panich and Tsim D. Schneider. Tucson: University of Arizona Press.

    2009    “Refugees and Interethnic Residences: Examples of Colonial Encounter in the North San Francisco Bay Area” by Kent G. Lightfoot, Sara L. Gonzalez, and Tsim D. Schneider. Pacific Coast Archaeological Society Quarterly 42(1):1-21.

    2007/2008       “Shellmounds and Colonial Encounters in the San Francisco Bay Area.” News from Native California 21(2):14-16, 36.

    2007    “The Role of Archived Photographs in Native California Archaeology.” Journal of Social Archaeology 7(1):49-71.


  • Judith Scott

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    Judith Scott

    Associate Professor of Education

    Email:jascott@ucsc.edu

    Tribal Affiliation: Enrolled Member of the Cherokee Nation

    DEGREES :

    Ph.D., Educational Psychology
    University of Illinois, Urbana-Champaign

    AREAS OF EXPERTISE:

    Curriculum and instruction; reading, writing, vocabulary development; teachers' professional development.

    AWARDS:

    2008-2011 Principal Investigator, TecWAVE (Teaching with Computers: Word Annotations in Vocabulary Education). A multilingual, multimedia project with Yi Zhang (Co-PI). US Department of Education: Educational Technology Grant.

    2006-2009 Principal Investigator, Vocabulary Development Through Writing: A Key to Academic Success. The VINE project (Vocabulary Innovations in Education). US Department of Education: Reading and Writing Education Research Grant.

    2006 John Chorlton Manning Public School Service Award, International Reading Association

    SELECTED PUBLICATIONS :

    Scott, J., Nagy, B. & Flinspach, S. (2008). More than merely words: Redefining vocabulary learning in a culturally and linguistically diverse society. In A. Farstrup & J. Samuels (Eds.). What Research Has to Say About Vocabulary Instruction. Newark, Delaware: International Reading Association.

    Scott, J., Skobel, B. & Wells, J. (2008). The Word Conscious Classroom: Building the Vocabulary Readers and Writers Need. NY: Scholastic- Theory into Practice series.

    Scott, J., Lubliner, S. & Hiebert, E.H. (2006). Constructs Underlying Word Selection and Assessments Tasks in the Archival Research on Vocabulary Instruction. In C M. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.) National Reading Conference Yearbook.

    Scott, J.A. (2005). Creating opportunities to acquire new word meanings from text. In E. H. Hiebert and M. Kamil (Eds.). Teaching and learning vocabulary: Bringing research to practice. (pp. 69-91). Mahwah, NJ: Erlbuam.

    Nagy, W. E. & Scott J. A. (2004). Vocabulary Processes. Reprinted in R. Ruddell and N. J. Unrau , (Eds.), Theoretical Models and Processes of Reading, Fifth Edition. (p.574-593) Newark, DE: International Reading Association.

    Scott, J.A. (2004). Scaffolding vocabulary learning: Ideas for equity in urban settings. In D. Lapp, C. Block, E. Cooper, J. Flood, N. Roser, and J.Tinajero (Eds.) Teaching all the children: Strategies for developing literacy in an urban setting. (p. 275-293) NY: Guilford