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Social Sciences Division
Education Department
PhD Candidate
Graduate
McHenry Library
Education Department
0280
Education Department
M.A. Multicultural College Teaching & Learning, University of Minnesota - Twin Cities
B.A. Sociology with Interdisciplinary Honors in Ethics in Society, Stanford University
Teaching Fellow, MA/Credential Program, University of California Santa Cruz
• Social Foundations of Education (single subject & multiple subject)
Graduate Teaching Assistant, University of California Santa Cruz
• Introduction to Teaching
• Schooling, Democracy, and Justice
• Popular Education, Democracy, and Social Movements
• Critical Youth Studies in Education
• Gender and Education
• Introduction to Community Activism
Co-facilitator, MA/Credential Program, University of California Santa Cruz
• K-12 Ethnic Studies Teacher Professional Development
Graduate Student Instructor, College of Education and Human Development, University of Minnesota - Twin Cities
• Organizational Leadership
• Personal Leadership in the University
Dissertation Writing Fellowship, University of California Santa Cruz (2026)
URBAN Fellowship, Urban Research-Based Action Network (URBAN) (2024-2025)
Chancellor’s Fellowship, University of California Santa Cruz (2020-2021)
Slattery, I. (2026). Losing the Thread: The Storying of Ethnic Studies in a white-Dominant District. Ethnic Studies Pedagogies, 4(1), 58-79.
Slattery, I. (2026). Blurring the Boundaries: The “Schooling” of Ethnic Studies and Possibilities for Community-Grounded Praxis. Social Sciences, 15(9), 1–29.
Pham, J.H., Hewko, C., Suarez Jimenez, E., & Slattery, I. (2026). Co-designing in relation for transformational practice: Storied vignettes of co-learning ethnic studies pedagogies with educators. In M. Eisenhart (Ed.) Research Handbook of Anthropology and Education: Practices and Methods (pp. 288-300). Edgar Elgar Publishing.
Laiduc, G., Slattery, I., & Covarrubias, R. (2024). Disrupting neoliberal diversity discourse with critical race college transition stories. Journal of Social Issues, 80, 308-340. https://doi.org/10.1111/josi.12600
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