Photo of Trinder, Victoria

Victoria Trinder, PhD

Clinical Assistant Professor of Curriculum and Instruction

Contact

Building & Room:

3030 ETMSW

Address:

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

Office Phone Voice:

(312) 413-7747

About

Victoria Trinder is a clinical assistant professor and coordinator of the BA Urban Education: Elementary Education program, where she works with undergraduate teacher candidates to critically exam the role of schooling in urban contexts, both locally and nationally.

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.

Education

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.