Native Faculty

  • Director, TBA


  • Foxtree?

  • FoxTree

    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

  • 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.


  • Ramirez?

  • 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)

  • 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