About the Contributors
Total Page：16
File Type：pdf, Size：1020Kb
ABOUT THE CONTRIBUTORS Shawn Abeita, Ph.D. (Pueblo of Isleta) currently works with the U.S. Department of Labor in New Mexico. Previously, he was a Peace Corps Regional Representative for the State of New Mexico. As a Peace Corps Volunteer in the Republic of Panama from 2007 to 2009 he worked with the Board of Directors of Femenians Carrizaleñas Unidas, a small-business cooperative made up of Indigenous Women. Shawn has also worked with his tribal government on economic development issues: Most recently, he served on the Board of Directors of Tiwa Lending Services, a community development financial institution that serves tribal members in the area of providing financial instruments such as home mortgages and small business loans. His current research interests include Indigenous economic development and Native American tribal citizenship and identity. Bryan McKinley Jones Brayboy, Ph.D. (Lumbee) is President’s Professor and Borderlands Professor of Indigenous Education and Justice in the School of Social Transformation at ASU. At ASU, he is Special Advisor to the President on American Indian Affairs, Director of the Center for Indian Education and co-editor of the Journal of American Indian Education. He serves as affiliate faculty with the Mary Lou Fulton Teachers College, American Indian Studies, and the Department of English. From 2007–2012, he was Visiting President’s Professor of Indigenous Education at the University of Alaska Fairbanks. In the last 15 years, he and his team have created programs in Alaska, Arizona, and Utah that have prepared over 135 Indigenous teachers, most of whom are still teaching in Indian Country. Carnell Chosa, Ph.D. (Jemez Pueblo) is from Jemez Pueblo, New Mexico. He received his BA from Dartmouth College, his Masters from Harvard University’s Graduate School of Education. In 2011, he co-designed the Pueblo Doctoral Cohort concept with Dr. Elizabeth Sumida Huaman and presented it to Arizona State University. He is grateful that this concept is encouraging other communities to do the same. Chosa co-founded and co-directs The Leadership Institute, a project of the Santa Fe Indian School, and his work focuses on developing innovative programs for youth and community through a new engagement lens that link individuals to community in meaningful ways. In 2013, he received a Luminaria Award from the New Mexico Community Foundation for this work. He is a Kellogg Community Leadership Network Fellow and an Ambassador through Americans for Indian Opportunity. His personal interests include time with family, gardening, silversmith, and nurturing friendships. 221 ABOUT THE CONTRIBUTORS Anthony Dorame, Ph.D. (Tesuque Pueblo) is a proud graduate of the Santa Fe Indian School where he currently teaches Agriscience in the Community-Based Education Program. This unique program uses traditional Pueblo Indian knowledge systems as the basis for teaching students about the traditions of agriculture. Dorame is dedicated to the education of Native American youth that focuses on the integration of real life experiences, traditional knowledge and Technology to provide a meaningful education for Santa Fe Indian School students. As an avid farmer, fly fisherman and bow hunter, he is able to share his experiences with students to help them to see their cultural obligation to be good stewards of natural resources. Anya Dozier Enos, Ph.D. (Santa Clara Pueblo) is committed to serving Pueblo communities through educational research and practice, which makes Santa Fe Indian School, owned and operated by the 19 Pueblo governors, the perfect place of employment. At SFIS, she is the curriculum/ professional development director and previously taught students grades 7–12, coordinated parent involvement, and administered a variety of grants to expand community based education experiences. Santa Clara Pueblo Tribal Council appointed her to assist in first conceptualizing the new tribally controlled school, Kha’p’o Community School, where she now serves as a founding school board member. She has served on New Mexico Public Education Department taskforces for increasing Native language instruction and use in public schools. She has also taught university courses in research methodology, education, and Native American history. She, her husband, and various cats live in Santa Clara in close proximity to extended family and look forward to the times their grown children return for feasts and other gatherings. Mark Ericson, Ph.D. (Santa Fe Indian School) born in Bolivia, by the age of 15 Ericson had lived in Spain, Nigeria, Australia, and the United States. He holds a BA in Molecular, Cellular and Developmental Biology and an MS and Ph.D. in Justice Studies from Arizona State University. Since 1987 he has taught science and technology at the Santa Fe Indian School. In 1995 he became the Environmental Science and technology instructor in the Community Based Education Program, engaging Indigenous youth in interdisciplinary learning while addressing current, relevant, and important problems in their communities. His research and professional interests include working with youth to develop individual qualities and skills and their own agency in an environmental context that honors their cultural heritage; addressing Indigenous youth unemployment and disengagement; climate instability; and ecological survivance. He lives in Santa Fe, New Mexico, with his wife and two daughters. June L. Lorenzo, J.D., Ph.D. (Laguna Pueblo/Diné) lives and works from her home at Laguna Pueblo. Before entering the Pueblo Doctoral Cohort program at ASU, she practiced law for nearly 30 years. A graduate of Cornell Law School, she committed her practice to public interest law; this has included representing Native 222 ABOUT THE CONTRIBUTORS Nations as well as being counsel for U.S. Senate and House committees, the US Department of Justice, and non-governmental organizations advocating the rights of Indigenous peoples in international fora. She has served on her Pueblo’s Council, as judge in several tribal courts, and as consultant on tribal codes, governance, sacred site protection and other issues. Current research interests are the impacts of Spanish colonial laws on Pueblo peoples, particularly women. She remains engaged in advocacy addressing uranium mining legacy issues and human rights of Indigenous peoples, including protection of sacred landscapes. Richard Luarkie, M.B.A., Ph.D. (Laguna Pueblo) was raised by his grandparents and was exposed to an upbringing that was rich with New Mexico Pueblo culture and values, a deep tradition of contribution to community, and inspiration to live a great life. He served two-terms as the Governor for the Pueblo of Laguna and maintains a passion for strategy, analytics, economic creation, and economic advancement. His professional experience includes entrepreneurship, as well as international work with American Management Systems and AT&T – Global Strategy. Currently, Luarkie is the CEO of the Emerging Equities Solutions Group, a professional services firm specializing in data/analytics, strategy, and economic design. Tessie Naranjo, Ph.D. (Santa Clara Pueblo) is an enrolled member of Santa Clara Pueblo and part of a large extended family. She holds a doctorate in Sociology (1992) from the University of New Mexico. She has served as consultant to several tribal museums including the National Museum of the American Indian in Washington, D.C., Museum of Indian Arts and Culture in Santa Fe, NM, Heard Museum in Phoenix, AZ, and the Poeh Museum in Pojoaque Pueblo, NM. She also served as Chair of the Native American Graves Protection and Repatriation Act (NAGPRA), 1992–2000. As co-Director of the Northern Pueblos Institute, Northern New Mexico College, Naranjo helped establish the A.A. and B.A. degree programs in Pueblo Indian Studies and co-taught courses including Pueblo Women Studies, Tewa Pueblo Agriculture, Native American Literature, Pueblo Indian Education, and Independent Studies. The Khap’on Tewa Verbs & Pronouns book completed in 2015 by Naranjo, Tito Naranjo, Porter Swentzell, and Rina Swentzell was an eight-year effort intended for use by Santa Clara Pueblo community residents wishing to learn Tewa. She has a passion for collecting oral Pueblo memories, loves visiting ancestral Pueblo sites, and continues to do language and cultural work in her Pueblo. Corrine Sanchez, Ph.D. (San Ildefonso Pueblo) is Executive Director of Tewa Women United (TWU). She is trained in sexual assault intervention and prevention and has worked in the sexual violence field for 20 years and helped refine TWU’s awareness and healing intervention, “Trauma Rocks.” Sanchez has been part of the co-creation process of building Indigenous Knowledge through the contribution of TWU’s Research Methodology and Theory of Opide, a braiding of practice to 223 ABOUT THE CONTRIBUTORS action. She was selected as one of sixteen visionary leaders across the country for the first cohort of the Move to End Violence. She is dedicated to family and community healing, youth development, and ending violence against women, girls and Mother Earth through her service with TWU. Michele Suina, Ph.D. (Cochiti Pueblo) as a health educator, Michele has worked in different areas of prevention including: cancer, diabetes, heart disease, stroke, HIV/ AIDS, and substance abuse. In 2015, she graduated from Arizona State University as a member of the first Pueblo Ph.D. Cohort in Justice Studies. Elizabeth Sumida Huaman, Ed.D. (Wanka/Quechua) is faculty in Justice and Social Inquiry in the School of Social Transformation at Arizona State University. She is affiliated with the ASU Center for Indian Education, Mary Lou Fulton Teachers College, and School for the Future of Innovation in Society. Her research focuses on the link between Indigenous lands and natural resources, languages, cultural practices, and education, and she works closely with Indigenous communities on educational development in the U.S., Canada, and Peru. Christine Zuni Cruz, J.D. (Pueblos of Isleta and Oke O’wingeh) is Professor of Law and Associate Dean for Institutional Climate and Equity at the University of New Mexico School of Law in Albuquerque, New Mexico.