Assistant Professor of Education
I believe in teaching that is grounded in an understanding of and respect for students’ cultural backgrounds and cultural resources. As such, my classroom is a place where both the students and the teacher learn and teach. Together, we push each other to critically assess learning and the world.
Dr. Dyan Watson serves as the social studies coordinator for the secondary program in teacher education. Watson began her professional career as a GED instructor for young mothers in Portland and then taught social studies at Sunset High School in Beaverton, Oregon. There she developed and taught the first African American history course, and helped create and implement a school-within-a-school program for freshmen and sophomores.
At Harvard University, Watson served on the inaugural steering committee for the Alumni of Color Conference held annually at Harvard’s Graduate School of Education. She also taught courses in research methods and supervised teaching candidates at the Divinity School and the Graduate School of Education.
Dr. Watson’s primary research focus is exploring how teachers semantically encode race, and the intersections of race and teaching.
Areas of Expertise
Qualitative research methods, race and teaching, equity and social justice, teacher research.
Watson, D., (2012). Norming suburban: How teachers talk about race without using race words. Urban Education.
Watson, R. & Watson, D., (2012). I Am Not: Dismantling Borders Through Poetry. Oregon English Journal 34(1), 36-39.
Watson, D. (2012). Message from a black mom to her son. Rethinking Schools 26 (3), 16-18.
Watson, D. (2011). What do you mean when you say urban? Rethinking Schools 26 (1), 48-50.
Watson, D. (2011). “Urban, but not too urban”: Unpacking teachers’ desires to teach urban students. Journal of Teacher Education 62(1).
Watson, D., Charner-Laird, M., Kirkpatrick, C. L., Szczesiul, S. A., & Gordon, P. (2006). Effective teaching/Effective urban teaching: Grappling with definitions, grappling with difference. Journal of Teacher Education 57(4), 395-409.