Photo of Trinder, Victoria

Victoria Trinder, PhD

Clinical Assistant Professor of Curriculum and Instruction


Building & Room:

3030 ETMSW


1040 W. Harrison St. (MC 147), Chicago, IL 60607

Office Phone:

(312) 413-7747


Victoria Trinder, PhD, is a Clinical Assistant Professor in the Department of Curriculum and Instruction whose scholarship examines teacher education practices and policies in the context of historicized oppressions wrought by public schools in the U.S. and other 'post-conflict' territories of the colonial project. Dr. Trinder serves the college and university currently as the Program Coordinator of the BA Urban Education: Elementary Education program, a licensure program providing undergraduate teacher candidates experientially-based coursework for the development of knowledges and skills necessary for teaching with advocacy for urban students.

Her research and teacher education interests center on the decolonization of urban teaching/teacher education; anti-racist teacher education; participatory action research; teacher resilience and advocacy; historically situated critical teacher education; inclusive, culturally sustaining bilingual education; ethnic studies curricula; community-based research; equity literacy and teacher professionalism; critical whiteness studies and teacher education; the colonial history of public education; international comparative studies of education; teacher resilience and resistance; teacher identity, intersectionality, and racial socialization.

Dr. Trinder's presentations include multiple papers at the annual meetings of the American Educational Research Association (AERA) and at the National Association of Bilingual Education (NABE).  She has additionally presented at annual meetings of the American Educational Studies Association, and the American Anthropology Association's joint AES-ALLA-ABA conference. Professional memberships include American Educational Research Association (AERA); Critical Race Studies in Education Association; National Association of Bilingual Educators; National Association of Multicultural Education; and the American Association for Colleges of Teacher Education, where Dr. Trinder was an invited distinguished presenter for Teaching Works at their Annual Meeting in 2018.

Dr. Trinder taught for a decade on the southwest side of Chicago, and holds an IL Professional Educator's License (PEL) with endorsements in elementary, middle, and secondary instruction - and endorsements in bilingual (Spanish)/ESL, and all the social sciences, humanities, and English language arts.  She was a founder of a nationally-recognized small school on the southwest side of Chicago, and has led a variety of teacher education programs serving students at graduate and undergraduate levels of study. Her upcoming book Teaching into a Decolonizing Pedagogy is slated for publication in November 2019 through Routledge.

Selected Publications

Trinder, V. (2004). The impact of culturally-centered curriculum on identity development of U.S.-Mexican secondary students. Presentation at the 33rd annual conference of the National Association of Biloingual Education (NABE), Albuquerque, NM.

Trinder, V. (2003). Bilingual adolescent navigation of tracking and segregation in urban high schools; and curricular responses to a post-9/11 global community. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago.


2008 - PhD, University of Illinois at Chicago, Curriculum and Instruction
2001 - MEd, University of Illinois at Chicago, Educational Studies

Professional Memberships

Illinois Teaching Certificates:

  •  IL Type 09 (6-12): Social Studies, English, E.S.L.
  •  IL Type 03 (K-9): Bilingual, ESL, Reading endorsements

Research Currently in Progress

Trinder's teaching and research interests are: 1) to prepare high-quality graduate and undergraduate students in critical examination of schooling in the national and international realms, while preparing for meaningful inquiry into active participation in society through democratic structures and advocacy for its youngest members; 2) to integrate her creative and literary pursuits with those embedded in the world of progressive, holistic, and global initiatives in public education; 3) to share her unique experiences in narrative-inquiry research, teacher mentoring, and social philosophy with the intended and critical objectives of equity for young people and renewal of the public sphere, via innovative and interdisciplinary notions of learning.