Victoria Trinder, PhD
Clinical Associate Professor
Program Coordinator of the BA Urban Education: Elementary Education program
Curriculum & Instruction
Building & Room:
1040 W. Harrison St. (MC 147), Chicago, IL 60607
Victoria Trinder, PhD, is a Clinical Associate 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.
Trinder, V. (in press) Teaching Toward a Decolonizing Pedagogy: Critical Reflections Inside and Outside the Classroom. New York, NY: Routledge.
Madden, K., Pereira, P., Rezvi, S., Trinder, V., & Martin, D. (2020). Cartographies of race, gender, and class in the white (male settler) spaces of science and mathematics: Navigations by Black, Afro-Brazilian, and Pakistani women. In E. McGee & W. Robinson (Eds.), Diversifying STEM: Multidisciplinary perspectives on race and gender (pp. 69-106). New Brunswick, NJ: Rutgers University Press.
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
Licensures and Certifications
IL Type 09 (6-12): Social Studies, English, E.S.L.
IL Type 03 (K-9): Bilingual, ESL, Reading endorsements
IL Type 75 (School Leadership)
American Educational Research Association (AERA)
American Association for Colleges of Teacher Education (AACTE)
Critical Race Studies in Education Association (CRSEA)
National Association of Bilingual Educators (NABE)
Society of Professors of Education (SPE)
Published Conference Proceedings:
Trinder, V.F., & Larnell, G.V. (2015). Toward a decolonizing pedagogical perspective for mathematics teacher education. In B. Greer & S. Mukhopadhyay (Eds.), Proceedings of the 8th International Mathematics Education and Society Conference (pp. 291-223). Portland, Oregon, USA.
Trinder, V.F. & Morales, P.Z. (2019, April). Reparative shifts in language education policy: A case study of language ideologies in urban charter schooling. Paper presentation at the annual meeting of American Education Research Association, Toronto, Canada.
Trinder, V.F. (2019, April). Revolutionary incrementalists or collaborators? Designs, arguments, and theorizing for decolonizing teacher education. Roundtable session presentation at the annual meeting of American Education Research Association, Toronto, Canada.
Trinder, V.F. (2019, March). Conductors and/in classrooms: Reification and refusal, and the decolonizing of teacher education. Presentation at the combined annual meeting of the Association of Latina/o Anthropologists (ALLA) and Association of Black Anthropologist (ABA) American Ethnological Society (AES). St. Louis, MO.
Trinder, V.F. (2017, April). Beyond teacher education as concession: A decolonizing framework for equity teaching, learning, and unlearning. Paper presentation at the annual meeting of the American Education Research Association, San Antonio, TX.
Swanson, J.A., Olson, J.D., Trinder, V.F., & Walker, L.J. (2017, April). Conceptualizing a theory of emerging teacher leadership. Paper presentation at the annual meeting of the American Education Research Association, San Antonio, TX.
Trinder, V.F. & Larnell, G.V. (2015, June). Toward a decolonizing pedagogy framing for mathematics teacher education. Paper presentation at the bienn8th International Mathematics Education and Society Conference, Portland, OR.
Trinder, V.F. (2014, October). Love is not Enough: Toward a decolonizing framework for teacher education. Paper presentation at the annual meeting of the American Educational Studies Association, San Antonio, TX.
Invited Conference Presentations:
Trinder, V.F. (2018, March). Dispositions of disruption: The critical teaching work of modeling critical content in teaching learning and unlearning. Concurrent Session Keynote, American Association for Colleges of Teacher Education (AACTE) Annual Meeting, Preparing Teachers for Practice strand. Baltimore, MD.
Martin, D.B. & Trinder, V.F. (2013). From critical to radical agendas in mathematics education. Invited paper for 13th International Congress on Mathematical Education- ICME-13. Hamburg, Germany.
Trinder, V.F. (2016, January). Elementary decolonizing: Programming for equity through unlearning to teach. Paper presented at the UIC College of Education Research Day, Chicago, IL.
Trinder, V.F. (2014, October). A decolonizing framework for teacher preparation. Paper Presenter at the UIC College of Education Research Day, Chicago, IL.
Research Currently in Progress
Trinder, V. (in progress). Dispositions of disruption: Transforming teacher learning and unlearning. [To appear on Teachingworks.org: Working Papers].
Trinder, V. (in progress). A reparative framework for decolonizing teacher education: Architecture and philosophies of the schooling of teachers.
Trinder, V., & Morales, Z. (in progress). Imagining a decolonized bilingual education: Unlearning white benevolence in urban teacher education.
Trinder, V. (in progress). Rotations and revolutions: Abolitionist pedagogies in clinical teacher education.
Trinder, V. (in progress). Inverse Induction: Resilience and resistance in early teaching.
Trinder, V., editor (in progress). Reparative curricula and programming for teacher education.