KEVIN K. KUMASHIRO
FOUNDING DIRECTOR

Dr. Kumashiro

Kevin K. Kumashiro, Ph.D., is currently the dean of the School of Education at the University of San Francisco. (View the Chronicle of Higher Education’s profile here.) He is a leading expert on educational policy, school reform, teacher preparation, and educational equity and social justice, with a wide-ranging list of accomplishments nationally and internationally as a scholar, educator, leader, and advocate. He has taught in schools and colleges across the United States and abroad, and has served as a consultant for school districts, organizations, and state and federal agencies.

Dr. Kumashiro came to the University of San Francisco from the University of Illinois at Chicago (UIC), where he served as professor and coordinator of Asian American Studies, Chair of the Department of Educational Policy Studies, and Interim Co-Director of the Institute for Research on Race and Public Policy. He was also the primary investigator and project director of the UIC AANAPISI Initiative, which was funded by over $4 million from the U.S. Department of Education grants to support the recruitment, retention, and academic success of Asian American, Pacific Islander, and English-language learner students in higher education.

Dr. Kumashiro is an award-winning author and editor of ten books on education and social justice. He is a founding member of CARE-ED (California Alliance of Researchers for Equity in Education), a founding member of Chicagoland Researchers and Advocates for Transformative Education (CReATE), on the board of directors of Turnaround Arts: California, and a fellow of the National Education Policy Center. He has served as a distinguished visiting scholar or speaker internationally, including at Hanyang University, South Korea; University of British Columbia, Canada; University of KwaZulu-Natal, South Africa; University of Melbourne, Australia; and Uppsala University, Sweden.

His recent awards include the 2013 Mid-Career Scholar Award from the American Educational Research Association (AERA) Teaching and Teacher Education Division, the 2014 Engaged Scholar Award from the Association for Asian American Studies, the 2014 Distinguished Scholar Award from the AERA Research on the Education of Asian and Pacific Americans SIG, the 2015 Charles DeGarmo Award from the Society of Professors of Education, the 2015 Distinguished Scholar Award from the AERA Scholars of Color Committee, and the 2016 Social Justice in Education Award from AERA. In 2016 he received an honorary Doctor of Humane Letters from Lewis and Clark University Graduate School of Education and Counseling.

A Researcher

Dr. Kumashiro strives to leverage rigorous research and scholarship to raise public consciousness, reframe the debate, and impact policy and practice in education:

(2015) Review of Proposed 2015 Teacher Preparation Regulations. Think Twice Review, published by the National Education Policy Center. Entire report available here.

Dr. Kumashiro has written groundbreaking articles on anti-oppressive education:

(2010) “Seeing the Bigger Picture: Troubling Movements to End Teacher Education.” Journal of Teacher Education, 61(1/2), 56-65. Abstract available here.

(2002) “Against Repetition: Addressing Resistance to Anti-Oppressive Change in the Practices of Learning, Teaching, Supervising, and Researching.” Harvard Educational Review, 72(1), 67-92. Reprinted in Race and Higher Education: Rethinking Pedagogy in Diverse College Classrooms (Howell & Tuitt, Eds., 2003). Abstract available here.

(2001) “‘Posts’ Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms.” Educational Researcher, 30(3), 3-12. Reprinted in Annual Editions: Multicultural Education 2002-2003. Entire article available here.

(2000) “Toward a Theory of Anti-Oppressive Education.” Review of Educational Research, 70(1), 25-53.

Additional articles have appeared in other leading educational journals, including JCT: Journal of Curriculum Theorizing, QSE: International Journal of Qualitative Studies in Education, Multicultural Perspectives, Race Ethnicity and Education, Radical Teacher, Teaching Education, Theory Into Practice, and Transformations: The Journal of Inclusive Scholarship and Pedagogy.

Dr. Kumashiro is the award-winning author or editor of ten books on anti-oppressive education and activism:

In addition to his own research, Dr. Kumashiro supports the research of others in this field. He has served or currently serves on the editorial boards of the American Educational Research Journal, Educational Researcher, Ethnoscapes, Journal of Gay and Lesbian Issues in Education, Journal of Southeast Asian American Education and Advancement, and Teachers College Press. He has served on the Program Committee and Awards Committee for the Teaching and Teacher Education Division of AERA, and on the Awards Committee and Equity Committee for the Curriculum Studies Division of AERA. He has also been a member of various professional and advocacy associations, including the National Association for Asian Pacific American Education, the National Association for the Education and Advancement of Cambodian, Laotian, and Vietnamese Americans, the Association for Asian American Studies, and the Gay, Lesbian and Straight Education Network.


A Teacher and Teacher Educator

Dr. Kumashiro has taught various disciplines and grade levels in private and public elementary and secondary schools in the United States and abroad. He has taught and supervised student teachers at the University of Wisconsin-Madison, was a Minority Scholar-in-Residence at Swarthmore College, was on the faculty of education at Bates College, and was a noted scholar in residence at the University of British Columbia. He was a senior program specialist in human and civil rights at the National Education Association, where he coordinated the National Training Program on Safety, Bias, and GLBT Issues and the National Summit on Asian and Pacific Islander Issues in Education (which resulted in the groundbreaking report, The Status of Asian Americans and Pacific Islanders in Education: Beyond the ‘Model Minority’ Stereotype, downloadable here). He has coordinated professional development opportunities for educators and given numerous presentations and workshops for students and faculty across the United States, including with educator organizations (American Federation of Teachers, Minnesota Literacy Council, National Association for Multicultural Education, National Conference on Race and Ethnicity in American Higher Education, National Education Association, Saskatchewan Teachers’ Federation), school districts (Chicago Public Schools, Lewiston-Auburn School Districts, Madison Metropolitan School District), and numerous colleges and universities across the United States and around the world (Bukkyo University, Japan; Monash University, Australia; Queensland University of Technology, Australia; Royal Melbourne Institute of Technology, Australia; University of British Columbia, Canada; University of Kwazulu-Natal, South Africa; University of Melbourne, Australia; University of Regina, Canada; Uppsala University, Sweden). He has served and continues to serve as a consultant for various school districts and both state and federal departments of education.

Dr. Kumashiro received his Ph.D. from the School of Education at the University of Wisconsin-Madison. He draws on research as well as his experiences in K-12 classrooms and teacher-education programs to design and facilitate professional-development events. Many of the activities he plans expand, reflect on, and even critique innovative lessons that he designed and taught in his previous courses for student teachers. Through his teaching, Dr. Kumashiro aims to trouble and problematize common and commonsensical approaches to teaching while demonstrating the usefulness and the changes made possible by cutting-edge theories of anti-oppressive education. He strives to teach in ways that model his theories.

Dr. Kumashiro has worked with many of the leading thinkers in the field of anti-oppressive education, and draws on these relationships when planning events.