Vanessa Anthony-Stevens, Ph.D.
Vanessa Anthony-Stevens, Ph.D.
Assistant Professor of Social and Cultural Studies
College of Education; Department of Curriculum & Instruction
875 Perimeter Drive MS 3080
Moscow, ID 83844-3080
- Ph.D., University of Arizona, Tucson, AZ
- M.A., University of Arizona, Tucson, AZ
- B.A., Marquette University, Milwaukee, WI
Vanessa Anthony-Stevens holds a doctorate in Language, Reading and Culture from the University of Arizona. Her academic formation is in the areas of educational anthropology and Indigenous education. She has worked in and alongside Indigenous communities and schools in Arizona teaching upper elementary and middle school grades (2004-10). Outside of classroom teaching, Anthony-Stevens worked in the areas of youth development as an Americorps volunteer in Jacksonville, Florida, and Baltimore, Maryland, from 1999-2001 and a Peace Corps volunteer in Paraguay from 2002-04. While at the University of Arizona, she served as coordinator and co-principal investigator of a professional development program for Indigenous elementary educators from diverse regions of Mexico from 2010-14.
Anthony-Stevens’ research explores discourse, identity and school achievement in bicultural/intercultural indigenous education, and in the preparation of teachers to serve diverse communities. As a researcher and teacher-educator, Anthony-Stevens analyzes contexts of education from a sociocultural perspective. She approaches research and teaching as practices of social justice, where privileging community relationships, power-sharing, co-authorships and praxis are central to the process and product of scholarship.
Anthony-Stevens is the mother of two daughters who are proud members of the San Carlos Apache Tribe. Her family participates in many practices central to Apache culture. She is an avid sports fan and enjoys many team sports. She has been a member of intramural and collegiate sports teams at the University of Arizona and Marquette University. She is fluent in English and Spanish, has intermediate proficiency in Guarani, and emergent ability in Western Apache.
- Co-Principal Investigator (with Principal Investigator R. Pilegram, co-PI R. Meeuf and co-PI P. Stevens). Cross-Cultural Digital Story Telling. Faculty summer grants, College of Letters, Arts and Social Sciences and College of Education Collaborative Grant Projects. 2017. $5,000
- Principal Investigator (with co-Principal Investigator Y. Bisbee). Indigenous Knowledge for Effective Education Program (IKEEP). Indian Education Professional Development Grant, U.S. Department of Education. 2016-20.
- 2013-14, Scholarships for Education and Economic Development – Strengthening Rural Primary Education for Indigenous Children in Mexico. Co-principal investigator (with R. Ruiz and N. Gonzalez). Georgetown University’s Center for Intercultural Education and Development, funded by the United States Agency for International Development.
- 2013-14, Scholarship for Education and Economic Development—Strengthening Rural Primary Education for Indigenous Technical Supervisors in Mexico. Co-principal investigator (with R. Ruiz and N. Gonzalez). Georgetown University’s Center for Intercultural Education and Development, funded by Mexico’s Secretary for Public Education.
- 2015-16, Developing intercultural competencies among pre-service teachers through meaningful collaborations with difference and diversity. Principal Investigator (with co-Principal Investigator Y. Bisbee). College of Education Faculty Funding Award. University of Idaho.
- 2014-16, Ecologies of cultural and linguistic adaptation for Indigenous Latina/o im/migrant families with children: Implications for development and learning. Co-principal Investigator (with S. Casanova and B. O’Connor). Arizona State University, School of Transborder Studies.
- 2014-15, Impact Assessment of Critical Professional Development for Indigenous K-8 Educators. Principal Investigator, University of Arizona office of the Senior Vice President for Research.
- Anthony-Stevens, V. (2017). Cultivating alliances: Reflections on the role of non-Indigenous collaborators in Indigenous educational sovereignty. Journal of American Indian Education, 56(1), 81-104.
- Anthony-Stevens, V. (2017). Indigenous parents navigating school choice in constrained landscapes. Diaspora, Indigenous & Minority Education: Studies of Migration, Integration, Equity and Cultural Survival, 11(2), 92-105.
- Anthony-Stevens, V. (in press). When high-stakes accountability measures impact promising practices: An Indigenous-serving Charter School. In G. Q. Conchas, M. Gottfried, B. M. Hinga, & L. Oseguera (Eds), Policy goes to school: Case studies on the possibilities and limitations of educational innovations (pp. 69-82). Routledge.
- Anthony-Stevens. V. (in press). Teaching intersecting marginalities: The challenges of rural teacher preparation. In K. Haltinner and L. Hormel (Eds.) Teaching economic inequality and capitalism in contemporary America (pp. xx-xx). Zug, Switzerland: Springer International Publishing.
- Anthony-Stevens, V., Gehlken, E., Jones, C., Day, S. & Gussenhoven, S. (In press). "I am assumed to be someone who doesn't have to deal with diversity": Countering the denial of diversity in rural teacher education. Multicultural Education Review, X(X), xx-xx.
- Anthony-Stevens, V. & Stevens, P. (2017). “A place for you to be who you are”: An ethnographic account of reterritorializing Indigenous identities. Discourse: Studies in the Cultural Politics of Education (Special Issue: Rural Education: Social and Cultural Perspectives), 38(3), 328-341.
- Anthony-Stevens, V., Stevens, P. & Nicholas, S. (2017). Raiding and alliances: Indigenous educational sovereignty as social justice. Journal of Critical Thought and Praxis, 1(6).
- Casanova, S., O’Connor, B, & Anthony-Stevens, V. (2016). Ecologies of adaptation for Mexican Indigenous im/migrant children and families in the U.S.: Implications for Latino studies. Latino Studies, 14(2), 192-213.
- McEvoy, T., Anthony-Stevens, V., & Pérez, V. (2016). Becoming intercultural educators. NABE Journal of Research and Practice, 7(1).
- O’Connor, B., Anthony-Stevens, V., & González, N. (2014). Nurture and sustain a culture of collaboration, trust, learning, and high expectations. In R. Ylimaki (Ed.) The New Instructional Leadership and the ISLLC Standards (pp.10-26). New York: Routledge.