Additional Appointments
Affiliate Faculty, Banks Center for Educational Justice
Research Interests
Shaneé A. Washington
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.
Multimedia
- 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
- Washington, S. A., Chui, K., Ramirez, J., Germinaro, K. (2023). “It’s a vibe”: Belonging, healing, and liberation in community spaces by us and for us. Equity & Excellence in Education.
- 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., Johnson, L., & Chui, K. (Conditionally Accepted). Indigenous methodologies in international research on Indigenous family and community engagement. Review of Educational Research.
- Washington, S. A. (Conditionally Accepted). Engaging Indigenous families and community members: Leadership towards relationality and relational accountability. Education Administration Quarterly.
- 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.