Timothy San Pedro is an Assistant Professor of Multicultural and Equity Studies in Education at The Ohio State University. San Pedro’s scholarship focuses on the intricate link between motivation, engagement and identity construction to curricula and pedagogical practices that re-focus content and conversations upon Indigenous histories, perspectives and literacies. He worked with the Native American Next Step program in Arizona to expand Native American subjects and content in Phoenix-area schools as well as led professional development workshops on the Navajo Reservation that co-constructed and co-envisioned lessons and pedagogical decisions to sustain and support the cultures of students.
Timothy San Pedro is an Assistant Professor of Multicultural and Equity Studies in Education at The Ohio State University. San Pedro’s scholarship focuses on the intricate link between motivation, engagement and identity construction to curricula and pedagogical practices that re-focus content and conversations upon Indigenous histories, perspectives and literacies. He worked with the Native American Next Step program in Arizona to expand Native American subjects and content in Phoenix-area schools as well as led professional development workshops on the Navajo Reservation that co-constructed and co-envisioned lessons and pedagogical decisions to sustain and support the cultures of students.
Professional Website
Research Interests
- Access and Equity
- Anthropology
- Critical indigenous research methodologies
- Ethnograph
- Bilingual, Multilingual and Multicultural Education
- Curriculum and Instruction
- English Language and Literature
- English/Language Arts Teacher Education
- Equity
- Literacy
- Multicultural Education
- Ethnic studies programs
- Implementing multicultural curriculum
- Youth motivation and engagement
- Social Justice
- Activism research
- Praxis oriented research and teaching
- Projects in humanization
- Youth participatory action research
- Urban Education
- Native American urban education
Education
- PhD, Curriculum and Instruction - English Education, Arizona State University, 2013
- Concentration: Native American Urban Education
- MA, Curriculum and Instruction, University of Montana, 2006
- BA, English Teaching, University of Montana, 2006
- BA, Journalism, University of Montana, 2003
His co-authored chapter with Valerie Kinloch in Humanizing Research [external link] titled “The Space between Listening and Story-ing: Foundations for Projects in Humanization” examines how trust, vulnerabilities and the development of relationships (or story-ing) provide spaces to engage in transformative resistances and praxis in academic, community and research settings with participants. His first article publication titled “Internal and Environmental Safety Zones” was released December 2014 in the Journal of American Indian Education. A co-authored chapter with Sandy Grande and Sweeney Windchief in Multicultural Perspectives on Race, Ethnicity, and Identity [external link] titled “Indigenous People and Identity in the 21st Century” was recently (2015) published as well. Two other article publications are in press with the Equity & Excellence in Education and Research in the Teaching of English that discuss the agentive uses of student silence.
He is the convener for the Multicultural and Equity Studies in Education, served as the chair of the Department of Teaching and Learning’s Equity and Diversity Committee and is a member of the Standing Committee on Research for the National Council of Teachers of English. For the American Educational Research Association, he serves as co-chair for Division B (Curriculum Development): Section 3 (Methodologies and Ethics). He is an inaugural Gates Millennium Scholar, Cultivating New Voices Among Scholars of Color Fellow [external link], and a Ford Fellow.
Selected Publications
- San Pedro, Timothy (In Press). Silence as Shields: Agency and Resistances among Native American students in the Urban Southwest. Research in the Teaching of English.
- San Pedro, Timothy (In Press). Internal and Environmental Safety Zones: Applying the Safety zone theory to Identity, Motivation, and Engagement in a Native American Literature Classroom. Journal of American Indian Education.
- Grande, Sandy; San Pedro, Timothy and Windchief, Hawk (In Press). 21st Century Indigenous Identity Location: Remembrance, Reclamation, and Regeneration. In D. Koslow, L. Salett (Eds.). Race, Ethnicity and Self: Identity in MultiCultural Perspective. Washington, D.C.: NASW Press.
- Kinloch, Valerie, San Pedro, Timothy (2014). The space between listening and story-ing: Foundations for Projects in Humanization (PiH). In D. Paris, M.T. Winn (Eds.). Humanizing Research. Thousand Oaks, CA: Sage Publication.
Assistant Professor
Multicultural and Equity Studies in Education, Department of Teaching and Learning
sanpedro.1@osu.edu
Professional Website
Research Interests
- Access and Equity
- Anthropology
- Critical indigenous research methodologies
- Ethnograph
- Bilingual, Multilingual and Multicultural Education
- Curriculum and Instruction
- English Language and Literature
- English/Language Arts Teacher Education
- Equity
- Literacy
- Multicultural Education
- Ethnic studies programs
- Implementing multicultural curriculum
- Youth motivation and engagement
- Social Justice
- Activism research
- Praxis oriented research and teaching
- Projects in humanization
- Youth participatory action research
- Urban Education
- Native American urban education
Education
- PhD, Curriculum and Instruction - English Education, Arizona State University, 2013
- Concentration: Native American Urban Education
- MA, Curriculum and Instruction, University of Montana, 2006
- BA, English Teaching, University of Montana, 2006
- BA, Journalism, University of Montana, 2003
His co-authored chapter with Valerie Kinloch in Humanizing Research [external link] titled “The Space between Listening and Story-ing: Foundations for Projects in Humanization” examines how trust, vulnerabilities and the development of relationships (or story-ing) provide spaces to engage in transformative resistances and praxis in academic, community and research settings with participants. His first article publication titled “Internal and Environmental Safety Zones” was released December 2014 in the Journal of American Indian Education. A co-authored chapter with Sandy Grande and Sweeney Windchief in Multicultural Perspectives on Race, Ethnicity, and Identity [external link] titled “Indigenous People and Identity in the 21st Century” was recently (2015) published as well. Two other article publications are in press with the Equity & Excellence in Education and Research in the Teaching of English that discuss the agentive uses of student silence.
He is the convener for the Multicultural and Equity Studies in Education, served as the chair of the Department of Teaching and Learning’s Equity and Diversity Committee and is a member of the Standing Committee on Research for the National Council of Teachers of English. For the American Educational Research Association, he serves as co-chair for Division B (Curriculum Development): Section 3 (Methodologies and Ethics). He is an inaugural Gates Millennium Scholar, Cultivating New Voices Among Scholars of Color Fellow [external link], and a Ford Fellow.
Selected Publications
- San Pedro, Timothy (In Press). Silence as Shields: Agency and Resistances among Native American students in the Urban Southwest. Research in the Teaching of English.
- San Pedro, Timothy (In Press). Internal and Environmental Safety Zones: Applying the Safety zone theory to Identity, Motivation, and Engagement in a Native American Literature Classroom. Journal of American Indian Education.
- Grande, Sandy; San Pedro, Timothy and Windchief, Hawk (In Press). 21st Century Indigenous Identity Location: Remembrance, Reclamation, and Regeneration. In D. Koslow, L. Salett (Eds.). Race, Ethnicity and Self: Identity in MultiCultural Perspective. Washington, D.C.: NASW Press.
- Kinloch, Valerie, San Pedro, Timothy (2014). The space between listening and story-ing: Foundations for Projects in Humanization (PiH). In D. Paris, M.T. Winn (Eds.). Humanizing Research. Thousand Oaks, CA: Sage Publication.
