Native Faculty

Professor Emeritus, Department of Sociology

E-mail: jbchilds@ucsc.edu

Tribal Affiliations: Massachuset Tribe of Indians at Ponkapoag

Degrees:

M.A., Ph.D., State University of New York at Buffalo

B.A., University of Massachusetts-Amherst

Areas of Expertise:

Sociology of knowledge; religion and social action; elitist and populist social movements; ethnicity; race; nationalism; global community.

Selected Publications:

Childs, J.B. 2018. Book Review: Cape Town Harmonies: Memory, Humor and Resilience, (Armelle Gaulier, Denis-Constant Martin), African Minds Newsletter, Cape Town, South Africa.

Childs, J.B. 2006. Hurricane Katrina: Response and Responsibilities, New Pacific Press.

Childs, J.B. 2002. Transcommunality: From the Politics of Conversion to the Ethics of Respect. Philadelphia: Temple University Press.

Childs, J. B. 1999. "On the Idea of Indigenous," (with Guillermo Delgado-P), Current Anthropology, Vol.40, No.2 (Discussion and Criticism Section) pp. 211-212.

Childs, J. B. 1998. Accomodationism, Encyclopedia of African-American Culture and History (Eds. Jack Salzman, David L. Smith, and Cornel West), New York, pp. 15-17.

Childs, J. B. 1998. "Transcommunality: From the Politics of Conversion to the Ethics of Respect in the Context of cultural Diversity: Learning from Native American Philosophies with a Focus on the Haudenosaunee", Social Justice Vol.25, No.41, pp. 143-169.

Professor Emeritus, Department of Anthropology

E-mail: guiller@ucsc.edu

Degrees:

Doctorate in Anthropology, University of Texas at Austin. 

Licenciatura. Ciencias de la Religión (Andean Cultures), Universidad Católica de Chile.

B.A. Philosophy. Mención in Etnología. Universidad Católica de Chile.

Areas of Expertise:

Quechua ontology and linguistics; Andean ecology; Andean extractivism, Transnational indigenous social movements.

Selected Publications:

2022 “Genomics, Bio-prospecting, Indigeneity.” IN: Remapping Race in a Global Context. R.G. Winther and L. Lorusso (eds.), Pp. 95-117. DOI: 10.4324/9781315208893-8.

2020 “Andean Entifications: Pachamamaq Ajayun. The Spirit of Mother Earth.” IN Frédérique Apffel-Marglin and Stefano Varese (eds.), Contemporary Voices from Anima Mundi. New York: Peter Lang. Pp. 207-228.

2020 “Notas sobre la socionatura ontológica indígena.” MESTER, UCLA. Vol. XLIX. Pp. 101-113.

2017 “Refounding Bolivia: Exploring the Possibility and Paradox of a Social Movements State.” IN: The Movement of Movements.  Jai Sen (ed.), Oakland: OPenWord and PM Press. Pp. 557-576.

2014 (w John Brown Childs), Indigeneity Collected Essays. Santa Cruz: New Pacific Press.

2008 “Indigenous Anthropologies, Beyond Barbados,” IN: A Companion to Latin American Anthropology. D. Poole (ed.), New York: Blackwell. Pp. 375-398. 

2007 (w. M.E. Choque), “Indigenous Women, Transnationality and Re/narrativized Social Memory. IN: N. S. Gutiérrez (ed.) Women, Ethnicity and Nationalisms in Latin America. Burlington, VT: Ashgate, 2007. Pp: 169-192. 

2006 "The Making of a Transnational Movement." IN: Vijay Prashad and Teo Ballvé (eds.) Dispatches from Latinoamerica. NY: SouthEnd Press. Pp: 59-69. 

2005 “First Peoples/African-American Connections (w. John Brown Childs) IN: Joanne Barker (ed.) Sovereignty Matters. Locations of Contestation and Possibility Indigenous Struggles for Self-Determination. (Lincoln: University of Nebraska Press. Pp. 67-85. 

2005 “Una aproximación filológica para entender las luchas por la autonomía áylluica”. IN: E.W. Alderete, S. Varese, Delgado-P., (eds). Conocimiento Indígena y Globalización. Quito: Abya Yala. Pp. 35-58. 

2004 (w John M. Schechter) Quechua Verbal Artistry. The Inscription of Andean Voices/Arte Verbal Quechua. La Inscripción de voces Andinas. (Bonner Amerikanistisches Studien). 

2004 “El Espacio de las Epistemologías Indígenas”. IN: J.M. Valenzuela (ed). Renacerá la Palabra. Identidades y Diálogo Intercultural. Tijuana, Mexico: COLEF, 2004, Pp.73-92. 

2003. Co-editor: Identidad, Ciudadanía y Participación Popular desde la Colonia al Siglo  XX. Estudios Bolivianos Vol 1. La Paz: Plural Editores. 

2002 "Solidarity in Cyberspace: Indigenous Peoples Online." NACLA, Report on the Americas. Vol. XXXV (5), March-April. Pp. 49-52. 

2000 “Latin America: The Internet and Indigenous Texts.” IN: P. B. Goodwin Jr. (ed) Global Studies: Latin America. Duskhin/McGraw-Hill. 

2000 “Ecuador: Reflections on The January Uprising,” IN: www.igc.org/isla/special_1.html;  

1998 “El Globalismo y los pueblos indios:de la etnicidad a la agresión  benevolente de la biotecnología,” IN: J.M. Valenzuela (ed), Procesos Culturales de Fin de Milenio” (Tijuana:COLEF/Conaculta.

Professor of Psychology

E-mail: foxtree@ucsc.edu

Degrees:

Ph.D. Stanford University

M.Sc. University of Edinburgh

B.A. Harvard University 

Areas of Expertise:

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

Awards:

2018-2021 NSF: Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science. 

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.

Assistant Professor of History

E-mail: ckeliiaa@ucsc.edu

Tribal Affiliations: Yerington Paiute and Washoe

Degrees:

Ph.D. Ethnic Studies, University of California, Berkeley

M.A. Ethnic Studies, University of California, Berkeley

M.A. American Indian Studies, University of California, Los Angeles

B.A. Ethnic Studies & Native American Studies, University of California, Berkeley

Areas of Expertise: 

Native American and Indigenous Studies, Federal Indian Law and Policy, Race and Gender, Native Feminisms, California Indian History, 20th-century West, Urban Indians, Indigenous Language Reclamation

Awards:

2022    Ford Foundation Postdoctoral Fellowship, Alternate

2022    Institute of American Cultures Postdoctoral Fellowship, UCLA

2022    ACLS Postdoctoral Fellowship

2022    UCHRI Living Through Upheaval Grants Program

2022    Hellman Fellows, UC Santa Cruz

2021    Writing Fellows, UC Santa Cruz

2021    Ford Foundation Postdoctoral Fellowship, Alternate

Selected Publications:

2023    “A Conversation with Caitlin Keliiaa & Stephanie Lumsden.” In (Super)vision: On Motherhood and Surveillance, ed. Sophie Hamacher and Jessica Hankey, The MIT Press, April 2023.

2021    “Unsettling Domesticity: Native Women and U.S. Indian Policy in the San Francisco Bay Area,” Indigenous Geographies of Resistance. In Counterpoints: Bay Area Data and Stories for Resisting Displacement, PM Press.

2021    We Had a Little Real Estate Problem: The Unheralded Story of Native Americans & Comedy by Kliph Nesteroff. Reviewed in American Indian Culture and Research Journal, Vol: 44.4, 117 – 119.

Associate Professor of History and American Studies

E-mail: lonetree@ucsc.edu

Tribal Affiliation: Enrolled Citizen of the Ho-Chunk Nation

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. 

University of Chicago Library Robert L. Platzman Memorial Fellowship, Chicago, IL, July 2017.

Frances C. Allen Fellowship, Newberry Library, Chicago, IL, August 2016.

University of California Humanities Research Institute Conference Grant for “Critical Conversations in Critical Cultural Heritage Symposium,” Spring 2017

Bard Graduate Center Research Fellowship, New York, NY, June-July 2015.

School for Advanced Research, Anne Ray Resident Scholar, Santa Fe, NM, 2013-2014.

Georgia O'Keeffe Museum Research Center Scholar, Santa Fe, NM, 2014.

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.

“‘Acknowledging the Truth of History’: Missed Opportunities at the National Museum of the American Indian.” In The National Museum of the American Indian: Critical Conversations, ed. Amy Lonetree and Amanda J. Cobb, 305-327.  Lincoln: University of Nebraska Press, 2008. Revised and expanded version of “Missed Opportunities: Reflections on the NMAI” in American Indian Quarterly 30, nos. 3 & 4 (2006): 632- 645.

"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.

Associate Professor of Anthropology and American Studies

E-mail: renya@ucsc.edu

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

Degrees:

Ph.D. Education, Stanford University

M.A. Anthropology, Stanford University 

B.A. Social Welfare, University of California, Berkeley

Areas of Expertise:

Urban Native Americans, diaspora, transnationalism, Native feminisms, gender, and cultural citizenship, and the 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)

Associate Professor of Anthropology

E-mail: 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:

2022 Archaeologies of Indigenous Presence, ed. by TD Schneider and LM Panich. Gainesville: University Press of Florida.

2021 The Archaeology of Refuge and Recourse: Coast Miwok Resilience and Indigenous Hinterlands in Colonial California. Tucson: University of Arizona Press.

2014 Indigenous Landscapes and Spanish Missions: New Perspectives from Archaeology and Ethnohistory, ed. by LM Panich and TD Schneider. Tucson: University of Arizona Press.

Professor Emerita, Department of Education

E-mail: jascott@ucsc.edu

Tribal Affiliation: Enrolled Member of the Cherokee Nation

Degrees:

Ph.D. Educational Psychology, University of Illinois

M.A. in Curriculum and Instruction. Education Department, University of California, Davis.

B.A. in American Studies, University of California, Davis. 1977. Emphasis in American Education.

Credentials:

Specialist Instruction Credential in Reading, UC Davis. 1983.

Single Subject Teaching Credential in Social Science, UC Davis. November 1981.

Multiple Subject Teaching Credential, UC Davis 1977.

Areas of Expertise:

Curriculum and instruction; reading, writing, vocabulary development; teachers' professional development; multicultural children’s literature.

Awards and Honors:

2022 Inducted into the Literacy Scholar’s Reading Hall of Fame

2022 Recipient of the 2022 American Educational Research Association Vocabulary Special Interest Group’s Notable Vocabulary Researcher Award

2006 John Chorlton Manning Award for Outstanding Public School Service International Reading Association

Grants:

UC Office of the President: Principal Investigator, Central California Writing Project. 2008-present

UC Office of the President: Principal Investigator, Critical Missions Faculty Research Grant on developing an Amah Mutsun perspective for teaching about CA missions. 2020-2022

UC Office of the President: Co-Principal Investigator, UCSC Humanities Lab for Critical Missions Studies. 2019-2022

California Department of Education, Improving Teacher Quality Grant - Principal Investigator, Alliance for Language and Literacy Instruction Effecting Standards, California 2011-2014

US Department of Education: Institute of Education Sciences National Center for Educational Research. Principal Investigator, Measuring vocabulary knowledge with testlets: A new tool for assessment. 2009-2014

US Department of Education: Institute of Education Sciences National Center for Educational Research. Principal Investigator, Explicit Scaffolding for Word Learning in Context through Multimedia Multilingual Word Annotation. 2008-2012

US Department of Education: Institute of Education Sciences National Center for Educational Research. Principal Investigator, Vocabulary Development Through Writing: A Key to Academic Success. The VINE project (Vocabulary Innovations in Education). 2006-2009

Selected Publications:

Scott, J. (2021). When the Mission Bells Rang. An imagined fable based on historical facts developed in consultation with the Amah Mutsun Tribal Band. whenthemissionbellsrang.weebly.com/#/

Buchanan, R., Scott, J.A., Pease-Alvarez, L., Clark, M.(2022). Common ground is not enough: The situated and dynamic process of collaboration in a multiagency teacher professional development project. Teaching and Teacher Education, 117,

Thompson-Schrunk, A. & Scott, J. (2021). Decolonizing the Classroom Library: Using Windows and Mirrors to Disrupt Whiteness in Literacy Instruction. In A. VandeHei-Carter, N. Villanueva & C. Clark (Eds.). Multicultural curriculum transformation in literacy and language arts (pp. 181-203). Lanham, MD: Lexington Books.

McKeown, M., Deane, P., Scott, J., Krovetz, R., & Lawless, R. (2017). Vocabulary assessment to support instruction: Building rich word-learning experiences. New York: Guilford.

Scott, J. A. (2015). Essential, enjoyable and effective: the what, why and how of powerful vocabulary instruction. Literacy Learning: The Middle Years, 23(1), 14-23

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.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

Nagy, W. E. & Scott J. A. (2000). Vocabulary processes. In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr, (Eds.), Handbook of reading research, Volume III.(pp. 269-284). Muhwah, N.J.: Lawrence Erlbaum Associates. --Reprinted in 2013. D.E. Alvermann, N. J. Unrau, and R B. Ruddell (Eds.), Theoretical models and processes of reading, sixth edition. Newark, DE: International Reading Association.