As a teacher and scholar, Professor Sandy Grande centers her work in the belief that education is the heart of a critical democracy. Rather than reject matters of politics, Professor Grande views teachers as the link between the education of an informed citizenry and the imperatives of democracy. She asserts that education cannot be reduced to technical or “training” models but must address questions of power, subjectivity, and the possibility of collective agency, through the foundational disciplines of the liberal arts.
She teaches a variety of courses including The Foundations of Education, Methods of Teaching in the Secondary School, Education and Public Policy, Introduction to Native American and Indigenous Studies, Theorizing Race and Ethnicity and the Biopolitics of Race.
Grande is a full professor in the Education Department and became director of the Center for the Comparative Study of Race and Ethnicity in 2015, a Center that she also helped to found (2004-2005). She also served as a faculty fellow in the Holleran Center for Community Action and Public Policy (2011-2013) as well as in a number of administrative capacities at the College including faculty representative on the Strategic Planning Committee (2003-2004), Special Adviser to the President for Institutional Equity and Diversity (2004-2005) and Interim Dean for Institutional Equity and Inclusion (2015).
Her research examines the intersections between Education, Critical Theory and Native American and Indigenous Studies. Her landmark book, Red Pedagogy: Native American Social and Political Thought was recently published in a 10th-anniversary edition and a Portuguese translation is anticipated to be published in Brazil in 2019. She has also published over thirty chapters and articles in a variety of journals including The Journal of Settler Colonial Studies, The Harvard Educational Review, Educational Theory, The International Journal of Qualitative Studies in Education and the Journal of Curriculum and Pedagogy. Her current book project examines global aging through the lens of Native Studies and the experiences of Indigenous elders. In addition to her scholarly work, she has provided eldercare for her parents for over ten years and remains the primary caregiver for her 91-yr. old father.
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