Shaneé A. Washington

Assistant Professor

Culturally Sustaining Education Elementary Teacher Education Program (ELTEP) Seattle Teacher Residency (STR)

I am an Assistant Professor of Justice and Equity in Teacher Education. My research and teaching explores histories of Indigenous and Black sovereignty and self-determination in education. Specifically, I explore the self-determining and advocacy efforts of Indigenous and Black families and communities towards more equitable, humanizing, and culturally sustaining/revitalizing educational experiences for their children. My Teachers College Record publication, “An Indigenous community’s fight for cultural continuity and educational equity with/in and against a New England school district,” and Equity & Excellence in Education coauthored article, “‘It’s a vibe’: Belonging, healing, and liberation in community spaces by us and for us,” highlights this work with Indigenous and Black communities. My commitments to amplifying the self-determining educational justice work of communities who have experienced schools as sites of erasure and dehumanizations stems from my own experiences as a Black woman, mother, and former middle school teacher of Black, Brown, disabled, immigrant, and bi/multilingual students.

Education

Ph.D. Curriculum & Instruction, Boston College 2019

M.Ed. Education Leadership and Policy, University of Maryland 2004

B.A. Elementary Education, Lincoln University 2000

Centers and Initiatives

Banks Center for Educational Justice

Multimedia

Fellowships, honors and awards

2023 Outstanding Reviewer: Honorable Mention, AERA Division K
2020 Oustanding Dissertation Award, AERA Leadership for Social Justice SIG
2020 Outstanding Dissertation Award, AERA Family-School-Community Partnership SIG
2019-2020 Martin Howell Outstanding Advisor Award, Universtiy of Washingon, College of Education
2018 Donald J. White Teaching Excellence Award, Boston College
2018-2019 Lynch School of Education Doctoral Dissertation Fellowship, Boston College

Publications

Washington, S. A., Johnson, L., & Mendoza Chui, K. (2024). Indigenous methodologies in international research on Indigenous family and community engagement. Review of Educational Research.
Washington, S. A., Mendoza Chui, K., Ramirez, J., Germinaro, K. (2024). “It’s a vibe”: Belonging, healing, and liberation in community spaces by us and for us. Equity & Excellence in Education 57(3), 287-302.
Washington, S. A. & Johnson, L. (2023). Towards culturally sustaining/revitalizing Indigenous family-school-community leadership. Frontier in Education, 8.
Washington, S. A. (2023). Reflecting on an Indigenist methodology in Indigenous family and community engagement research. The Qualitative Report, 28(15). 1210-1229.
Washington, S. A. (2021). An Indigenous Community’s fight for cultural continuity and educational equity with/in and against a New England school district. Teachers College Record, 123(12), 3-37.
Washington, S. A. (2021). Sustaining Indigenous students' and families' well-being and culture in an Ontario school board. Journal of Professional Capital and Community, 6(3), 237-252.
Washington, S. A., & O’Connor, M. T. (2020). Collaborative professionalism across cultures and contexts: Cases of education change networks enhancing teaching and learning in Canada and Colombia. In L. Schnellert (Eds.), Professional learning networks: Facilitating educational transformation (pp. 17-48). Emerald Publishing.
Shirley, D., Hargreaves, A., & Wangia, S. (2020). The sustainability and unsustainability of teachers’ and leaders’ well-being. Teacher and Teacher Education, 92(1), 1-12.
Hargreaves, A., Washington, S., & O’Connor, M. T. (2018). Flipping their lids: Teachers’ wellbeing in crisis. In D. M. Netolicky, J. Andrews, & C. Paterson (Eds.), Flip the system Australia: What matters in education (pp. 93-104). Routledge.

*Please email me at shaneewa@uw.edu if you do not have institutional access and would like a copy.