جست‌وجوی استاد و پژوهشگر

Kevin P. Colemanمشاهده پروفایل

دانشیار

• Modern Latin American History
• Visual Culture
• History of Capitalism
• +۷ مورد دیگر

Kevin P. Coleman is an Associate Professor in the Department of Historical Studies at the University of Toronto Mississauga. His scholarship bridges the fields of modern Latin American history, visual culture, and the history of capitalism, with a focus on the intersections of photography, citizenship, and political violence. He is actively engaged in research, teaching, and public scholarship, currently on leave through December 31, 2025. PhD, Indiana University, Bloomington MA, University of Maryland, Baltimore County BA, Northern Arizona University His research explores how photography functions within capitalist systems, particularly in Latin America, and how visual archives preserve and challenge narratives of power, labor, and resistance. He is especially interested in the ways violence is recorded, remembered, and reinterpreted through images. His recent publications reflect a strong thematic focus on photography and extraction, Cold War interventions, labor movements, and decolonial memory. Coleman’s work demonstrates a consistent engagement with visual epistemology and the political potential of images to resist capitalist and imperial domination. American Historical Association Prize Canadian Historical Association Prize SSHRC Insight and Connection Grants Andrew W. Mellon / ACLS Fellowship Fulbright-Hayes Fellowship He has supervised graduate research and taught courses on Latin American history, religion, capitalism, and visual methodology. His documentary film Stolen Photo and digital project Visualizing the Americas exemplify his commitment to interdisciplinary and public-facing scholarship. He is also involved in community initiatives related to urban ecology and native plant restoration.

• American Philosophy
• Pragmatism
• History of Philosophy
• +۶ مورد دیگر

Scott L. Pratt is Professor and Department Head of Philosophy at the University of Oregon. His work spans American philosophy, logic, and Indigenous thought, with a focus on decolonial methodologies and educational philosophy. As co-director of the Central European Pragmatist Forum and PLURILOG research project, he bridges interdisciplinary studies of logic and cultural plurality. Beloit College (BA) University of Minnesota (PhD) His research examines how logic shaped colonization and informs anti-colonial efforts, as seen in his forthcoming book Against Critical Reason . Articles highlight intersections of pragmatism, Indigenous agency, and critiques of Eurocentric epistemologies. Academic leadership includes past roles as Vice Provost and Dean of the Graduate School. Scientific Awards: 2024 Joseph L. Blau Prize 2022 Inter-American Philosophy Prize Pratt teaches courses on American philosophy, Native American philosophy, and advanced logic. He co-founded the Josiah Royce Society and served as President of the Society for the Advancement of American Philosophy, contributing to faculty union organizing at the University of Oregon.

• Indigenous Justice
• Crime and Society
• Addictions Recovery and Healing
• +۲ مورد دیگر

John G. Hansen is an Associate Professor in the Sociology Department at the University of Saskatchewan, specializing in Indigenous Justice, Crime and Society, and Restorative Justice. His work emphasizes Indigenous knowledge systems and justice as a process of healing rather than punishment. A member of the Opaskwayak Cree Nation, he has published extensively on topics such as Indigenous recovery, environmental stewardship, and urban Indigenous experiences. Education: PhD in Indigenous Justice (2011), University of Regina, College of Education Master of Education in Educational Foundations (2002), University of Saskatchewan Bachelor of Education in Indigenous Education (1998), University of Regina Bachelor of General Studies in Sociology/Native Studies (1992), Brandon University Research Interests: Dr. Hansen's research spans Indigenous justice frameworks, addiction recovery models rooted in Cree teachings, land-based education, and the role of storytelling in decolonization. His work frequently addresses systemic inequalities, climate change through traditional knowledge, and urban Indigenous community resilience. Article Trends: His publications since 2014 focus on Cree elders' perspectives, urban Indigenous recovery programs, and intersections between Indigenous justice and environmental sustainability. Key themes include decolonization, cultural mediation, and trauma-informed approaches to social exclusion. Scientific Awards: Story Warriors Award (2014) Shawane Dagosiwin Honoring Our Scholars (2010) YMCA Peace Medal (2002) Nominated for USU Teaching Excellence Award (2015-2016) Advising & Grants: Supervised two MA theses on restorative justice and crime prevention. Served on committees for five graduate students in sociology, geography, and Indigenous studies. Secured over $50,000 in research funding from SSHRC, UAKN, and forensic science centers for projects on addiction recovery, tribal justice, and urban Indigenous quality of life. Professional Contributions: Presented at 12 international conferences, including keynote addresses on Cree youth futures and Swampy Cree justice. Authored three books: Urban Indigenous People (2020), Walking With Indigenous Philosophy (2019), and Swampy Cree Justice (2019). Co-edited Exploring Indigenous Social Justice (2014).

• Indigenous Education
• Settler Colonialism
• Educational Policy
• +۴ مورد دیگر

Cynthia Benally is an Assistant Professor in the Department of Educational Leadership and Policies at the University of Utah's College of Education. Her work focuses on Indigenous education, settler colonialism, and educational policy reform. University: University of Utah School: College of Education Department: Educational Leadership and Policies Academic Rank: Assistant Professor Email: u6014666@utah.edu Benally's research examines how settler colonial myths perpetuate systemic inequities in Native education. She explores sovereignty assertions by Indigenous communities, decolonizing curricula, and the impact of landmark cases like Lau on Native language rights. Her scholarship integrates metaphors of frontier forts to analyze colonial logic and advocates for relational methodologies in Indigenous research. Recent publications include critiques of the "two-worlds" narrative in education, analyses of language policy overlaps, and frameworks for anti-colonial futures. Her work emphasizes storywork as data analysis and challenges erasure in predominantly white institutions. Scientific Awards Native Excellence in Higher Education (2024) Beacon of Excellence (2022) College of Education Early Career Service Award (2022) Benally teaches courses on sovereignty, comparative education, and ethnographic research. She engages with Utah's eight tribal nations and participates in professional organizations like AERA. Her contributions reflect a commitment to Indigenous epistemologies and educational justice.

• Colonial studies
• Postcolonial studies
• Anti-colonial studies
• +۱۲ مورد دیگر

Ajay Parasram is an Associate Professor cross-appointed to the Department of International Development Studies, Department of History, and Department of Political Science at Dalhousie University in the Faculty of Arts and Social Sciences. His work critically examines the colonial present through the lens of structural violence related to race, caste, class, and patriarchy. Dr. Parasram's educational background includes a BA (Honours) from Dalhousie University, an MA from Carleton University, and a PhD from Carleton University. His transnational, multigenerational experience as a byproduct of empire deeply informs his research and teaching approach. Parasram's research focuses on three primary interconnected areas: pluriversal sovereignty with particular attention to 19th century Sri Lanka's entanglements in the British empire; settler-colonial studies and decolonial options grounded in his experience as an immigrant to Mi'kma'ki; and a SSHRC-funded project examining the racialization of Asian international students to Canadian universities. His scholarship challenges conventional narratives of development, sovereignty, and citizenship, arguing that many contemporary structural forms of violence have roots in imperial encounters that have been sanitized of their colonial histories. His extensive publication record demonstrates consistent engagement with themes of coloniality, sovereignty, and racialization. Recent work shows an increasing focus on pluriversal approaches to sovereignty, settler-colonial critique, and the application of decolonial theory to contemporary political challenges. His scholarship bridges historical analysis with urgent contemporary concerns about racial justice, Indigenous sovereignty, and alternative political imaginaries. Among his notable recognitions are: SSHRC Insight Grant as Co-Investigator and project lead for the Halifax case study on racialization of Asian international students Founding Fellow at the MacEachen Institute of Public Policy and Governance (2019-2021) Chair and Program Chair of the Global Development Section of the International Studies Association (2019-2020) Parasram actively mentors graduate students interested in colonial, postcolonial, anti-colonial, and decolonial studies. His teaching includes courses on the colonial foundations of development studies, M.K. Gandhi, postcolonial politics, and activism. He has received research funding through competitive grants like the SSHRC Insight Grant, which supports his work on racialization experiences of Asian international students in Canadian universities. As a scholar-activist, Parasram engages with public discourse through media commentary, podcasts, and public speaking on issues of racial justice, colonial legacies, and decolonial possibilities. His work bridges academic scholarship with public engagement, challenging dominant narratives while offering alternative frameworks for understanding sovereignty, citizenship, and justice.

Kathryn L. Braunمشاهده پروفایل

استاد

• Community-Based Participatory Research
• Gerontology
• Cancer Research
• +۳ مورد دیگر

Dr. Kathryn L. Braun is Professor of Public Health and Social Work at the University of Hawaii at Manoa's Thompson School of Social Work & Public Health, serving as Graduate Chair for the PhD in Community-Based and Translational Research. She leads the federally funded Hā Kūpuna National Resource Center for Native Hawaiian Elders and co-investigates two NIH programs: Ola HAWAII and PIKO, targeting Pacific health disparities. Her educational background includes: DrPH in Health Services Evaluation (University of Hawaii at Manoa) MPH (University of Hawaii at Manoa) BS (University of Michigan) Dr. Braun's research centers on community-based participatory methodologies in gerontology and cancer, with deep focus on Native Hawaiian and indigenous populations. Her work pioneers culturally relevant frameworks for reducing health disparities through qualitative approaches, emphasizing elder care, language reclamation, and traditional knowledge systems. With over 200 publications, she bridges academic research with community action to address systemic inequities. Recent publications (2022-2024) reveal consistent themes: culturally adapted geriatric care models for Native Hawaiian elders, indigenous food sovereignty as healing practice, and language reclamation for intergenerational health. These works demonstrate translational research that integrates traditional knowledge with Western health systems, prioritizing community ownership and cultural safety in public health interventions across Pacific contexts. Her honors include: Regents’ Medal for Excellence in Teaching (1998) Peter V. Garrod Distinguished Graduate Mentoring Award (2023) Fellowship in the Gerontological Society of America Fellowship in the Association for Gerontology in Higher Education As Graduate Chair, she mentors doctoral candidates in public health methodology while directing significant federal grants. Her NIH-funded centers (Ola HAWAII and PIKO) support community-engaged research capacity building across Pacific Islander communities, with Hā Kūpuna specifically advancing Native Hawaiian elder care through policy advocacy and resource development. Dr. Braun leads the Hā Kūpuna National Resource Center and serves as President of the Active Aging Consortium Asia Pacific, fostering international gerontology networks. Her Peace Corps service in the Philippines and Fulbright in Korea inform her globally engaged approach to indigenous health equity.

Haiyang Aiمشاهده پروفایل

دانشیار

• Corpus Linguistics
• Natural Language Processing
• Second Language Acquisition
• +۳ مورد دیگر

Haiyang Ai is an Associate Professor in the Literacy and Second Language Studies program at the University of Cincinnati's School of Education. His research applies corpus linguistics and natural language processing to investigate second language acquisition, writing complexity, and bilingual language processing. His educational background includes a Ph.D. in Applied Linguistics from The Pennsylvania State University (2015), an M.A. in Linguistics & Applied Linguistics from the University of Chinese Academy of Sciences (2006), and a B.A. in English from Shaanxi Normal University (2003). Dr. Ai's research spans corpus linguistics, natural language processing, second language acquisition, and computer-assisted language learning. He specializes in compiling and analyzing native and learner corpora to develop intelligent language learning systems and investigate lexical/syntactic complexity in L2 writing. His methodological approach integrates computational tools with theoretical linguistics to address practical language teaching challenges. His recent publications (2019-2023) demonstrate consistent focus on lexical bundles in professional communication, automating complexity measurement in Chinese, speech perception mechanisms in bilinguals, and grammatical puzzles in English learning. These works bridge corpus-based analysis with psycholinguistic experimentation across diverse subfields including morphosyntax, pragmatic competence, and cognitive processing in L2 acquisition. Dr. Ai has secured multiple University of Cincinnati grants including three CECH Faculty Development Grants ($2500 in 2017-2018 for verb-noun collocation research, $2000 in 2016-2017 for corrective feedback tools) and the NCFDD Faculty Success Program ($3250 in 2017), all supporting his development of computational language learning resources.

Cutcha Risling Baldyمشاهده پروفایل

دانشیار

• Indigenous feminisms
• Decolonization
• California Indian politics & culture
• +۳ مورد دیگر

Cutcha Risling Baldy is an Associate Professor and Program Leader of the Environment & Community Masters Program at California Polytechnic State University, Humboldt. She holds a Ph.D. from the University of California, Davis. Her work focuses on Indigenous feminisms, decolonization, California Indian politics, environmental justice, and community-based research. She co-directs the Rou Dalagurr Food Sovereignty Lab & Traditional Ecological Knowledges Institute. Dr. Baldy has received the 2025 James Irvine Foundation Leadership Award for her contributions to Indigenous education and activism. Her research emphasizes revitalizing Indigenous traditions, particularly through women’s coming-of-age ceremonies and ceremonial practices. She is affiliated with the Native American Studies department and collaborates with the Native Women's Collective. Her articles address topics like Indigenous STEM education, social media activism (#NoDAPL movement analysis), and decolonizing pedagogy. She advocates for integrating Traditional Ecological Knowledge (TEK) into academic and community frameworks while challenging colonial policies impacting Indigenous communities. Dr. Baldy’s book We Are Dancing for You explores Native feminisms through the lens of Yurok coming-of-age ceremonies, emphasizing cultural survivance and community knowledge. She also co-leads the Food Sovereignty Lab, advancing Indigenous food systems and ecological stewardship.

Joseph Patrick Goneمشاهده پروفایل

استاد

• Cultural Psychology
• Indigenous Mental Health
• Historical Trauma
• +۵ مورد دیگر

Joseph Patrick Gone is a Professor at Harvard University, holding appointments across multiple schools: Anthropology (Faculty of Arts & Sciences), Global Health and Social Medicine (Harvard Medical School), and Social and Behavioral Sciences (Harvard T.H. Chan School of Public Health). He also serves as Faculty Director of the Harvard University Native American Program. His work focuses on Indigenous mental health, cultural psychology, and addressing systemic inequities in healthcare for Indigenous communities. Gone earned his PhD in clinical-community psychology from the University of Illinois and trained at McLean Hospital/Harvard Medical School. His research includes reimagining mental health services through Indigenous frameworks, such as cultural immersion camps for substance abuse treatment and integrating traditional healing practices into urban clinics. He has authored over 100 publications and been awarded prestigious honors including the Gold Medal Award for Impact in Psychology (2023) and membership in the National Academy of Medicine (2021). Education: BA (Harvard College, 1992), PhD (University of Illinois at Urbana-Champaign, 2001) Key Projects: Culture and Mental Health Research Lab, Blackfeet Cultural Immersion Camp, Urban American Indian Traditional Spirituality Program Awards: 18+ fellowships and awards, including Guggenheim and Robert Wood Johnson Foundation recognitions His interdisciplinary work bridges Indigenous knowledge systems with mainstream psychology, advocating for decolonized approaches to mental health. Current initiatives include publishing his great grandfather’s writings on Gros Ventre traditions and advancing culturally responsive treatment models.

Judith Maxwellمشاهده پروفایل

استاد

• Linguistics
• Anthropological Linguistics
• Mayan Languages
• +۶ مورد دیگر

Judith Maxwell is Professor of Anthropology at Tulane University, specializing in linguistic anthropology with primary focus on Mayan languages (Kaqchikel, Chuj, Nahuatl) and discourse analysis. Her work bridges theoretical linguistics and applied language revitalization, particularly through the Tunica-Biloxi language project since 2010. Education PhD in Anthropology, University of Chicago (1982) Research Focus : Maxwell investigates discourse structures in Mayan languages regarding artistry canon, cultural constructs, coherence mechanisms, and societal relationships. Her colonial manuscript analysis explores language change in Kaqchikel/Nahuatl, while contemporary work examines bilingual education, language shift, and gender performance across English and Indigenous varieties. She pioneered the revival of Tunica language through community-academic collaboration. Publication Trends : Recent works (2014-2024) demonstrate consistent focus on Mayan language documentation ( Kaqchikel chronicles , Chuj Narratives ), revitalization pedagogy ( Maja'il Kaqchikel ), and sociopolitical dimensions of language ( Mayan Languages and Guatemala Law ). Key themes include decolonizing methodologies, Indigenous knowledge systems, and practical applications for endangered language communities. Advising & Grants : Maxwell leads the Tunica-Biloxi Language Revitalization Project training Tulane students in documentation techniques. Her collaborative model integrates tribal knowledge with academic research, securing sustained community engagement despite specific grant details being unreported. Research Teams : Directs the Tunica-Biloxi collaborative team comprising Tulane students, tribal scholars, and native speakers, developing e-learning tools like the Q'anil Kaqchikel lessons filmed in Guatemala with native instructors.

Susan E. Brennanمشاهده پروفایل

استاد

• Cognitive Science
• Psycholinguistics
• Human-Computer Interaction
• +۳ مورد دیگر

Susan E. Brennan is a Distinguished Professor in the Department of Psychology at Stony Brook University, with joint appointments in Computer Science and an affiliation in Linguistics. She holds a Ph.D. from Stanford University (1990) and has been a faculty member since 1990. Her research focuses on the cognitive science of language use, particularly interactive spoken dialogue, eye-tracking as a communication tool, and human-AI interaction. She is also involved in projects exploring how technology interfaces with communication, including speech and language systems. Her academic roles include serving as Director of Graduate Studies and Associate Chair in Psychology. Brennan’s work has been continuously supported by the NSF, totaling over $3.5M in grants. Notable awards include the Chancellor’s Award for Excellence in Scholarship (2003) and the Dean’s Award for Excellence in Service (2012). Research interests span the psychology of language, multimodal communication, and the neural basis of dialogue. She has published extensively on topics like common ground in conversation, coordination signals, and the role of gaze in collaborative tasks. Her lab integrates behavioral experiments, eye-tracking, and computational models to study real-world communication dynamics.

• Business Informatics
• Artificial Intelligence
• Business Intelligence
• +۱۰ مورد دیگر

Prof. Dr. Harald Ritz serves as Professor of Practical Computer Science, especially Business Informatics, at the Technical University of Central Hesse (THM) within the Department of Mathematics, Natural Sciences and Computer Science since 2003. He holds leadership roles as Chair of Examination Committees for B.Sc. and M.Sc. Business Information Systems and Spokesperson for the MNI department in the Business Informatics Working Group (AKWI). His educational background includes a Diplom in Business Informatics (Dipl.-Wirtsch.-Inform.) and doctorate (Dr. rer. pol.) from the Technical University of Darmstadt, following professional experience at SAP SI AG and a professorship at Heilbronn University of Applied Sciences. Ritz's research centers on AI-driven digital transformation for data-driven enterprises, with focus on the “Data to Decision” value chain encompassing Framing, Allocation, Analytics, and Preparation phases. His work integrates business intelligence, data warehousing, machine learning, and SAP ecosystems to address challenges in SME digitalization, operational IT management, and educational technology. Current projects emphasize AI applications in higher education, including intelligent tutoring systems and automated feedback mechanisms. Analysis of his 15 most recent publications reveals a consistent trajectory toward applied AI solutions in business contexts, particularly in intelligent chatbots for educational support, financial trading algorithms, and cloud-based data infrastructure. The research demonstrates increasing integration of no-code platforms, real-time analytics, and domain-specific AI applications across logistics, banking, and procurement sectors. No scientific awards were documented in the source materials. Professor Ritz actively supervises academic development through bachelor’s and master’s theses, doctoral research, and collaborative projects. Current initiatives include the “Winfy” AI chatbot (v4.0, 2025), AI-based feedback systems for educational content (Freiraum 2025 grant), the frits intelligent tutoring project with Prof. Kammer, and doctoral research on AI adoption in SMEs. His work bridges theoretical research with practical implementation in SAP environments and cloud platforms. He operates within THM’s MNI department infrastructure, collaborating through the Business Informatics Working Group (AKWI) and contributing to the Digital Classroom communication platform for online education.

• Educational Policy
• Comparative Education
• Higher Education Governance
• +۵ مورد دیگر

Stephen Carney is a Professor (MSO) in Educational Studies at Roskilde University's Department of Humanities and Technology, where he has been based for over 20 years. An Australian by birth, he directs his research toward educational policy and comparative education. He serves as a key member of the Learning, Education and Pedagogy (LEAP) Research Center for Problem-Oriented Project Learning and previously served as head of studies for the University's Global Humanities bachelor program from 2018-2024. Carney earned his Doctor of Philosophy in Educational Studies from the University of Oxford in 2001, following a Master of Science in Educational Governance from the same institution in 1993. His academic journey began with a Master of Arts in Interdisciplinary Studies from UNSW Australia in 1990 and a Bachelor of Economics from The Australian National University in 1986. His research focuses on policy issues in higher education and schooling systems globally, with particular emphasis on university governance in Denmark and Europe, and school reform in the global south (primarily Nepal, India and western China). Carney has employed both policy analysis and ethnographic methods in his work. In recent years, he has explored methodological issues in education, particularly performative strategies for presenting schooling experiences. He served as president of the Comparative Education Society in Europe (CESE) from 2016-2022, demonstrating his significant standing in the international academic community. Analysis of Carney's recent publications reveals a consistent focus on comparative education, educational policy in a globalized world, and methodological innovations. His work frequently addresses the intersection of educational policy with cultural contexts, particularly examining how global educational trends are adapted in different national settings. A notable recent trend shows increasing attention to indigenous perspectives, reconciliation processes, and southern epistemologies in educational research. Book of the year (Shortlist): Globalization and Education Special Interest Group, Comparative and International Education Society, US (2022) George Bereday Prize for Most outstanding scholarly article published in the Comparative Education Review (2012) George Bereday Prize for Most outstanding scholarly article published in the Comparative Education Review (2009) Carney has served as principal investigator or participant in numerous research projects, including long-term initiatives on micro-credit financed entrepreneurial activities for women in Tanzania, local responses to global education reforms in Nepali primary schools, and comparative studies across Denmark, China and Zambia. His academic citizenship extends to review panels for new Master's programs and academic appointment committees. As an active researcher, he maintains collaborations across multiple countries and has recently engaged as a visiting researcher at the University of Modena Reggio Emilia.

Candace Kaleimamoowahinekapu Gallaمشاهده پروفایل

دانشیار

• Indigenous Language Revitalization and Reclamation
• Indigenous Literacy and Education
• Decolonizing Methodologies
• +۵ مورد دیگر

Candace Kaleimamoowahinekapu Galla is an Associate Professor in the Department of Language and Literacy Education at the University of British Columbia's Faculty of Education, with a cross-appointment in the Institute for Critical Indigenous Studies within the Faculty of Arts. Her work centers on Indigenous language revitalization, decolonizing methodologies, and the integration of digital technology in language education and cultural practices, grounded in her Kanaka Hawaiʻi identity and commitment to community-centered approaches. Her educational background includes a B.A. in Linguistics, M.A. in Native American Linguistics, and Ph.D. in Language, Reading and Culture from the University of Arizona, preceded by secondary education at Kamehameha Schools Kapālama. She previously served as Program Coordinator for the American Indian Language Development Institute and as a Visiting Assistant Professor at Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language, University of Hawaiʻi Hilo. Galla's research focuses on Indigenous Language Revitalization and Reclamation, Indigenous Literacy and Education, Decolonizing Pedagogies, and the role of digital technology in language preservation, emphasizing community-driven frameworks and traditional cultural practices like hula. Her scholarship bridges academic rigor with community engagement to support Indigenous well-being through language reclamation. Her recent publications (2023-2025) demonstrate a cohesive trajectory exploring community-centered language revitalization, relational accountability to Indigenous languages, and innovative pedagogical materials. She examines the intersection of language, technology, and cultural practices while advocating for systemic decolonization within academic institutions to create space for Indigenous knowledge systems. Galla has secured funding for significant projects including 'Building Indigenous Language Teacher Proficiency and Fluency for Hawaiian and CHamoru Language Medium Education' and 'Digital Technology Use for First Nations Language Education and Revitalization in British Columbia.' She actively organizes community events such as the 'Living Our Indigenous Languages' workshops at UBC's First Nations Longhouse, fostering collaboration between language advocates, educators, and community members. She maintains strong connections with the First Nations and Endangered Languages Program at UBC and continues collaborative work with the American Indian Language Development Institute, demonstrating sustained commitment to Indigenous language communities across North America and the Pacific.

Yolanda Broyles-Gonzálezمشاهده پروفایل

استاد

• Popular Culture
• Gender Studies
• Oral Tradition
• +۳ مورد دیگر

Dr. Yolanda Broyles-González serves as a University Distinguished Professor in Social Transformation Studies at Kansas State University, having previously held professorships in Mexican-American Studies at the University of Arizona and dual appointments in Chicano Studies and German Studies at UC Santa Barbara. Her academic journey includes undergraduate studies at the University of Arizona (Phi Beta Kappa), doctoral work at Stanford University (where she became among the first women of color to earn a doctorate), and research at four German institutions funded by the German Academic Exchange Service for five years. Her scholarship centers on indigenous borderlands narratives , examining intersections of gender, oral tradition, and performance genres within Native American communities. As a Yaqui Barrio Libre community elder native to the Arizona/Sonora desert, her work authentically documents cultural resilience along the U.S.-Mexico border. Major recognitions include: Lifetime Distinguished Scholar Award from the National Association for Chicana and Chicano Studies National Endowment for the Humanities fellowship Ford Foundation research grant Fulbright Foundation international award German Academic Exchange Service (DAAD) research funding Her acclaimed publications Lydia Mendoza’s Life in Music/La Historia de Lydia Mendoza and Earth Wisdom: A California Chumash Woman establish foundational frameworks for borderlands ethnomusicology and indigenous knowledge systems, reflecting decades of advocacy for Chicana/o studies as an academic discipline.