Amy Rector-Aranda
Visiting Assistant Professor, Teaching, Learning, and Culture
Office#: 358 Harrington Office Building
Mail Stop: 4232
Office Phone: (979) 845-8384
E-mail:
Primary Emphasis Area: Culture, Curriculum and Instruction
Vita: View Document
Web Site: http://arectoraranda.wixsite.com/portfolio
Short Bio
Dr. Amy Rector-Aranda works in the areas of teacher education, multicultural and urban education, and educational foundations. She earned her PhD in Educational Studies from the University of Cincinnati, with emphases in Educational and Community-Based Action Research, and Curriculum Studies and Teacher Education. Her research has examined student agency, voice, and engagement in an educational online role-play; introducing philosophy for critical consciousness in public high schools; ethical reflection in practitioner and community-based research; and school reform through the lens of critical race theory. Her most recent work studies the applications of critically compassionate intellectualism and relational-cultural theory in teacher education for equity and transformative social justice. She is also currently collaborating with undergraduate students, graduate students, and colleagues on various research in urban, multicultural, and teacher education.
Publications
Rector-Aranda, A. (in press). The function of freedom: Practitioner action research in emancipatory social justice teacher education. In C. A. Mertler (Ed.), The Wiley handbook of action research in education. John Wiley & Sons.

Rector-Aranda, A. (in press). Student responses to critically compassionate intellectualism in teacher education for social justice. In A. E. Lopez & E. L. Olan (Eds.), The challenges of transformative change in teacher education. Information Age Publishers.

Rector-Aranda, A. (2018). Critically compassionate intellectualism in teacher education: The contributions of relational-cultural theory. Journal of Teacher Education.
Rector-Aranda, A., Raider-Roth, M., Glaser, N., & Behrman, M. (2017). "I had to live, breathe, and write my character": Character choice and student engagement in an online role-play simulation. Journal of Jewish Education 83(4), 280-309.

Rector-Aranda, A., & Raider-Roth, M. (2017). Book review of "Why Students Resist Learning: A Practical Model for Understanding and Helping Students". Teachers College Record.

Stitzlein, S. M., & Rector-Aranda, A. (2016). The role of "small publics" in teacher dissent. Educational Theory, 66(1-2), 165-180.

Rector-Aranda, A. (2016). School norms and reforms, critical race theory, and the fairytale of equitable education. Critical Questions in Education, 7(1), 1-16.

Rector-Aranda, A., & Raider-Roth, M. (2015). "I finally felt like I had power": Student agency and voice in an online and classroom-based role-play simulation. Research in Learning Technology, 23(1).

Brydon-Miller, M., Rector-Aranda, A., & Stevens, D. M. (2015). Widening the circle: Ethical reflection in action research and the practice of Structured Ethical Reflection. In H. Bradbury (Ed.), The SAGE handbook of action research (3rd ed.) (pp. 596-607). Thousand Oaks: SAGE publications.

Rector-Aranda, A. (2015). The cake is a lie: A book review of "The Failure of Corporate School Reform". Democracy and Education, 23(1), article 20.

Rector-Aranda, A. (2014). Voice. In D. Coghlan & M. Brydon-Miller (Eds.), The SAGE encyclopedia of action research. London: SAGE Publications.
College of Education and Human Development Grants and Contracts (Current)

Catapult Round 4 - Addressing Critical Junctures in Teaching and Teacher Education: The USTAR+1 Program ($30,000). (Co-PI)
TAMU College of Education & Human Development (State)
2018/01/15 - 2019/06/15
Total Funding: 0.
Professional Service
Aggie Ally, 2018-
TAMU Undergraduate Research Scholars faculty mentor, 2018-2019
CEHD Undergraduate Research Experience faculty mentor, 2018-2019
TAMU Mentoring Up, Rudder H.S. mentor, 2018-2019
TAMU International & Cultural Diversity core course certification, TEFB 273 designee, 2018

Action Research Journal | Submission reviewer, 2018-
Teaching and Teacher Education | Submission reviewer, 2017-
Educational Action Research | Submission reviewer, 2017-
Berkeley Review of Education | Submission reviewer, 2016-
Philosophical Studies in Education | Managing Editor, 2016-
Democracy & Education | Submission reviewer, 2015-

American Eduational Research Association
Session chair for "Participatory Research as Democratic Pedagogy: Using Group-Level Assessment for Planning, Learning, and Meaning-Making," 2018 Conference
Submission reviewer, SIG: School Community, Climate, and Culture, 2015 Conference
Submission reviewer, SIG: School/University Collaborative Research, 2015 Conference

Ohio Valley Philosophy of Education Society
Submission reviewer for theme: "Education and the Suffering of Others in an Era of Spectatorship," 2018 Conference
Session chair for "Voice and Aesthetics in Critical Theory," 2014 Conference

International Congress of Qualitative Inquiry
Session chair for "Coalition for Critical Qualitative Inquiry: Re-envisioning Critical Qualitative Methods," 2017 conference
Education
Ph.D., Educational Studies | University of Cincinnati, 2017
-Educational and Community-Based Action Research
-Curriculum Studies and Teacher Education

M.A., Educational Studies | University of Cincinnati, 2013
-Foundations of Education and Social Change

B.A., Philosophy | Northern Kentucky University, 2012
Awards
Outstanding Ph.D. Student Award, Educational Studies Program | University of Cincinnati, 2017
Outstanding Senior in Philosophy Award | Northern Kentucky University, 2012
TLAC Faculty   |   TLAC Staff