Cristina Santamaria-Graff

Phone:
317-274-6848
Fax:
317-274-6864
Email:
santamac@iupui.edu
Campus:
IUPUI

Résumé/CV on Box

ES 3105

Education

  • 2009 Doctor of Philosophy, University of Arizona

Area of concentration: Learning Disabilities with an emphasis in Bilingual/Multicultural Special Education through the Department of Special Education, Rehabilitation, & School Psychology.
Dissertation Title: “Mexican origin parents with special needs children: Using a critically compassionate intellectualism model to support and foster their participation in U.S. schools through a Participatory Action Research Project”

Dissertation Chairs: Dr. Todd V Fletcher, Dr. Julio Cammarota
Dissertation Committee Members: Dr. Alfredo Artiles, Dr. Mary Carol Combs, Dr. June Maker

  • 1999 Masters of Education, University of Arizona
    Area of concentration: Learning Disabilities with an emphasis in Bilingual/Multicultural Special Education.
  • 1993 Bachelor of Arts, University of California at Berkeley
    Major in Spanish Literature; Minor in Education

TEACHING CERTIFICATIONS

  • 2000 Arizona Community College Special Teaching Certificate
    Pima Community College
  • 1996 Arizona Department of Education, Temporary Elementary Certificate
    License Number: 3002179
  • 1996 State of California Commission on Teaching Credentialing, California Multiple Subjects Credential; License Number: 990132945
    California State University at Long Beach
    Area of concentration: Bilingual Cross-cultural Language and Academic Development
    (B-CLAD).

Biography

I am a former bilingual education and bilingual special education teacher who is currently interested in the ways in which culture, language, and ability intersect in school systems. My experiences as an educator in California, Arizona, and Washington States have strongly guided me toward research centered on Latino immigrant families of children with disabilities.

Specifically, I am concerned with how educational policy and practice marginalize non-dominant or minoritized families who attempt, with little support or encouragement, to navigate complex systems embedded within settings coined inclusive. Of particular interest to me are models of critical inquiry and pedagogy that aim to radically transform the lives of children with disabilities and their families through applying compassionate action and raising sociopolitical consciousness among all stakeholders who interact with our students.