Maya Pindyck

Maya Pindyck is a faculty member in the Liberal Arts department at Moore College of Art & Design, where she teaches and develops curriculum centered on equity, inclusion, and critical pedagogy. She is actively involved in advancing DEIA (Diversity, Equity, Inclusion, and Access) principles in liberal arts education through teaching, collaborative research, and institutional initiatives.

Her research focuses on antiracist education, poetry as a tool for literacy and self-expression, and the role of whiteness in educational spaces. She co-founded the collaborative project White Study Hall, which critically examines how whiteness is structured and reproduced in schools through imagery, workshops, publications, and digital platforms like Instagram (@imagesofwhiteness). She also co-authored the book A Poetry Pedagogy for Teachers: Reorienting Classroom Literacy Practices, which explores how poetry can disrupt stereotypical readings and foster collective, multiplicitous voices in learning environments.

Pindyck is teaching a new course titled Dismantling Whiteness in Fall 2023, designed to critically analyze systemic white supremacy in education, literature, and public spaces, culminating in student-led antiracist proposals for campus decolonization. She emphasizes pedagogical principles such as inclusive syllabi, classroom spatial arrangements (e.g., circles), co-construction of knowledge, and embracing failure as a growth mechanism.

At Moore, she collaborates with colleagues to integrate DEIA into the curriculum, contributing to new courses like Africa and Its Diasporas, Critical Indigeneities, and Dismantling Whiteness. She also co-led a workshop on culturally responsive freedoms at the Bergamo Conference. Her work advocates for DEIA as central to the mission of liberal arts education, not merely symbolic but transformative and sustaining for marginalized communities.

She has no listed scientific awards or publications in the provided text, but her influence is evident through her leadership in curriculum innovation, collaborative scholarship, and pedagogical activism.

In advising and institutional work, she supports faculty and staff through tools like a Padlet for DEIA reflection and promotes inclusive assessment methods. Though no formal lab or research team is named, her collaborative projects involve cross-institutional scholars and interdisciplinary approaches to educational justice.