Sandra M. Gonzales
Ed.D., International Educational Development, Teachers College, Columbia University, 2009.
M.Ed., International Educational Development, Teachers College, Columbia University, 2002.
M.A., Psychology, Mental Health Counseling, Antioch University, Seattle, Washington, 1996.
Certificate, School of Social Work, Ethnic Minority Mental Health Specialist, University of Washington, 1996.
B.S., Psychology, Michigan State University, 1992.
Research interests include the intersection of Bilingual/Bicultural and Family and Community Education with Indigenous and Latino Studies. Family and Community Education is utilized as a foundation through which to examine learning from the perspective of the learner as opposed to the institution. Such examination is critical to teacher education because it provides a useful lens through which one can examine the social, political and historical constructs that hinder educational collaborations between Latino students/families and the school, the community and society at large. Also of significance is "autohistoria-teoría," a term coined by Gloria Anzaldúa, a Chicana literary scholar, to describe how personal narratives can become critical pedagogies that inspire social justice, dialogue and cross-cultural understanding. Autohistoria-teoría and Indigenous pedagogies are infused with the contemporary and the urban, to establish a new discourse within Bilingual/Bicultural Education that counters the effects of "subtractive" schooling models by creating an "additive" environment that uses stories and storytelling as a pedagogical tool to promote cultural, linguistic and intellectual diversity in the classroom.
Community Engagement Activities
Michigan Department of Education, ELL Advisory Committee
The Detroit Latino Agenda, Education Committee