Victoria Trinder

Victoria Trinder’s scholarship examines teacher education practices and policies in the context of historicized oppressions wrought by public schools in the U.S. and other ‘post-conflict’ territories of the colonial project. Trinder serves the college and university currently as the program coordinator of the BA Urban Education: Elementary Education program, a licensure program providing undergraduate teacher candidates experientially-based coursework for the development of knowledge and skills necessary for teaching with advocacy for urban students.

Her research and teacher education interests center on the decolonization of urban teaching/teacher education; anti-racist teacher education; participatory action research; teacher resilience and advocacy; historically situated critical teacher education; inclusive, culturally sustaining bilingual education; ethnic studies curricula; community-based research; equity literacy and teacher professionalism; critical whiteness studies and teacher education; the colonial history of public education; international comparative studies of education; teacher resilience and resistance; teacher identity, intersectionality, and racial socialization.