Ganiva Reyes

Ganvia ReyesAssociate Professor

301K McGuffey Hall

Ph.D. - Curriculum and Instruction, University of Texas at Austin
M.A. - Women's and Gender Studies, University of Texas at Austin
M.Ed. - Curriculum and Instruction, Texas A&M University
B.A. - Biology, Minor: Women's and Gender Studies, Texas A&M University

Curriculum Vitae


Ganiva Reyes is an Associate Professor in the Department of Teaching, Curriculum, and Educational Inquiry at Miami University, Oxford Ohio. Her research revolves around intersectionality, Chicana feminist theory, and pedagogies of care to provide a nuanced approach to topics of diversity and inclusion in teacher education. She uses feminist of color and Chicana/Latina feminist theories to make sense of the everyday educational lives of students and teachers. She also integrates culturally relevant teaching, ethics of care, and feminist of color theorizing to show how teachers can re-envision their roles as teachers to be part of a support network for culturally and linguistically diverse students. More specifically, she explores the intimate and interpersonal aspects of teaching, and how teachers need communal and institutional support to provide the same for their students. For example, her work about the interactions between Latina mothering students and their teachers, along the U.S/Mexico border, reveals important lessons about teacher practices and pedagogy born from the knowledges of Latinx populations.

Additionally, Dr. Reyes engages with gender and sexuality studies in education, as well as feminist and gender theories, to expand the scope what counts as cultural diversity in education. Through her work, she shows how justice-oriented curriculum and pedagogy should take into account the race-gendered-classed dimensions of students’ lives in order to be truly culturally relevant.

Dr. Reyes has presented her work on these topics in education conferences including the American Educational Studies Association (AESA) and American Educational Research Association (AERA). She has published several peer-reviewed articles in academic journals including: International Journal of Qualitative Studies in Education; Critical Studies in Education; Journal of Latinos in Education, Review of Education, Pedagogy and Cultural Studies; Urban Review; and Curriculum Inquiry. She has also produced book chapters and encyclopedia pieces about curriculum, the Latinx diaspora, and feminist theories in education.

Professional Profile


May 2016

Ph.D., Curriculum and Instruction

Specialization: Cultural Studies in Education

University of Texas at Austin, College of Education


May 2010       

M.A., Women’s and Gender Studies

University of Texas at Austin, College of Liberal Arts


August 2006  

M.Ed., Curriculum and Instruction

Texas A&M University, College Station


May 2005       

B.A., Biology

Minor: Women’s and Gender Studies

Texas A&M University, College Station

Research interests

Theories and pedagogies of care, justice-oriented teacher education, cultural knowledge of teachers, Latinx youth studies and education, Latinx curriculum theorizing, Chicana feminist theories, gender and sexuality studies in education, feminist epistemologies and pedagogies, curriculum theory, cultural studies in education, qualitative research methods

Professional Affiliations

2020-present, Professors of Curriculum Honorary Society

2011-present, American Educational Studies Association

2010-present, American Educational Research Association

Leadership Positions

Fall 2020-Present, Editorial Advisory Board, Literacy Research: Theory, Method, and Practice (LR:TMP).

Spring 2020-Present, Program Chair for the Critical Issues in Curriculum and Cultural Studies SIG,.

Fall 2018-Present, AESA Executive Council (EC), Member of executive board at-large of the American Education Studies Association.

Fall 2019-Fall 2020, Program Co-Chair, Division B, Section 5. The Places and Praxis of Curriculum.

Professional Licensures & Certifications

2006 – Present , Life Sciences Grades 8-12, Texas State Board for Educator Certification

Program Associations at Miami University

Affiliate Faculty Status, Department of Educational Leadership


*Selected Publications

Peer-Reviewed Journal Articles

Reyes, G. (Accepted, 2021). “Why are you so mean Ms!?”: When gendered classroom dynamics interfere with teacher-student relationships. Curriculum and Teaching Dialogue: The Annual Journal for the American Association for Teaching and Curriculum.

Reyes, G., Barrios, V., Banda, R., Aronson, B., Claros Berlioz, E., & Castañeda, M. (Accepted, 2021). Transgressing the Personal/Professional Divide: Reconnecting and Healing Through Testimonio Within a Latina Diaspora Collaborative Group. Journal of Women and Gender in Higher Education.

Reyes, G., Aronson, B., Batchelor, K. E., Ross, G., & Radina, R. (2021). Working in Solidarity: An intersectional self-study methodology as a means to inform social justice teacher education. Action in Teacher Education.

Aronson, B., Reyes, G., Banda, R., Barrios, V., Castañeda, M., Claros Berlioz, E.* (2020). Improvising a space for us: A testimonio from a Latina Diaspora Group. Journal of Curriculum and Pedagogy, 17(3), 266-274.

Reyes, G. (2020). Borderland Pedagogies of Cariño: Theorizing relationships of care from teacher practice with Latina mothering students. International Journal of Qualitative Studies in Education.

Reyes, G. (2020). Integrated networks of care: Supporting teachers who care for Latina mothering students. Critical Studies in Education.

Reyes, G. (2020). “If it hadn’t been for my baby”: Previously disengaged Latina students redefine smartness through motherhood. Review of Education, Pedagogy, and Cultural Studies, 42(4), 331-351.

Reyes, G., Banda, R. M, & Caldas, B. (2020). “We’re all in this boat together:” Latina/Chicana embodied pedagogies of care. Journal of Latinos in Education.

Pérez II, D., Aronson, B., Reyes, G., Ironstrack, G., Kimple, K., Birkenhauer, L., Bermudez, G., Carrubba-Whetstine, C., & Walsh, E.K. (2020). Advancing new understandings of minoritized student success at a selective, midwestern university: Perspectives from a faculty learning community. Learning Communities Journal, 12, 81-110. link

Aronson, B., Banda, R., Johnson, A., Kelly, M., Radina, R., Reyes, G., Sander, S., & Wronowski, M. (2020). The social justice teaching collaborative: A collective turn towards critical teacher education. Journal of Curriculum Studies Research, 2(2), 21-39.

Reyes, G. (2019). Teen mom student of the month: Ethics of care, school structure, and reconfiguring what it means to be a good student. Urban Education.

Reyes, G., & Sander, S. (2019). Tensions between urgency and scaffolding students into social justice education: Keeping an open mind as researchers. Curriculum and Teaching Dialogue: The Annual Journal for the American Association for Teaching and Curriculum, 21(1&2), 123–126.

Boveda, M., Reyes, G., Aronson, B. (2019). Disciplined to access the general education curriculum: Girls of color, dis/abilities, and specialized education programming. Curriculum Inquiry, 49(4), 405-425.

Reyes, G., Radina, R., & Aronson, B. (2018). Teaching against the grain as an act of love: Disrupting white Eurocentric masculinist frameworks within teacher education. The Urban Review, 50(5), 818-835.

Peer-Reviewed Encyclopedia Entries

Reyes, G. (2021). “Latinx Curriculum Theorizing.” In M. F. He & W. Schubert (Eds.), Oxford Encyclopedia of Curriculum Studies. New York: Oxford University Press.

Reyes, G., Banda, R. M., & Schultz, B. D. (2021). “Critical Perspectives on Curriculum and Pedagogy.” In M. F. He & W. Schubert (Eds.), Oxford Encyclopedia of Curriculum Studies. New York: Oxford University Press.

Banda R., Reyes, G., & Caldas, B. (2020). “Curricula of Care and Radical Love.” In M. F. He & W. Schubert (Eds.), Oxford Encyclopedia of Curriculum Studies. New York: Oxford University Press.

Book Chapters (Reviewed)

Johnson, A., Coomer, N., Reyes, G., & Aronson, B. (Accepted, Spring 2021). Coalition with/in the boundaries: A radical love response to neoliberal debilitation in special education. In D.I. Hernández-Saca, H. Pearson, & C. Kramarczuk Voulgarides. (Eds.). Understanding the boundaries between disability studies and special education through consilience, self-study, and radical love. Lexington Books.

Reyes, G. (2019). “Un puño de tierra”: Curriculum and pedagogy theorizing along the U.S/Mexico border. In T. R. Berry, C. Kalinec-Craig, & M. Rodriguez (Eds.), Latinx Curriculum Theorizing (pp. 117-133). Lanham, MD: Lexington Books.

Aronson, B, Batchelor, K. E., Radina, R., Reyes, G., & Ross, G. (2018). Making the familiar strange: Crossing disciplinary borders to foster self-study and critical reflexivity within a social justice curriculum. In D. Garbett & A. Ovens (Eds.) Pushing Boundaries and Crossing Borders: Self-study as a Means for Researching Pedagogy (pp. 303-310). Self-Study of Teacher Education Practices.


EDT 190. Introduction to Education.

This introductory course explores the purposes, organizations, and outcomes of schooling from the perspectives of the field of social foundations of education. Students undertake critical inquiry into teaching as a profession. Students will explore historical, philosophical, and contemporary purposes of schooling in order to open up new possibilities for them as teachers in a complex, multicultural, and democratic society.

EDT 205. Race, Cultural Diversity, and Equity in Education.

This course explores the complex relationship between race, cultural diversity, and inequity in education. It interrogates the idea and construction of “race,” and examines how racial inequities are produced, maintained, and resisted in educational institutions. The course also attends to diversity within groups by considering the dynamics of race as it intersects with gender, class, sexuality, dis/ability, language, and religion. This course also analyzes the historical and ongoing exclusion and marginalization of minoritized groups, and the hegemonic dominance and normalization of whiteness in education policies, curriculum and pedagogy, assessment and achievement, teacher and student identities, school and classroom spaces, and family and community engagements.

EDT 225. Family School and Community Connections.

This course focuses on the theory and practice of joining families, communities, and schools to support student learning, development and success in education. Strategies to improve communication and collaboration are emphasized with a focus on family types, cultures, economic conditions, school systems, community services, political forces, advocacy groups, and other factors that impact children and their families.

EDT 610. Applied Studies in Classroom Teaching.

This course is an introduction to graduate studies and research in education, with a focus on teaching, literacy, and language. As such, this course comprehensively covers the different steps of education research, including: major research paradigms in education; positionality; the definition and application of theory; research methods; and review of existing literature/research. This course draws upon critical and feminist theories in education, which emphasize teacher empowerment, student agency and knowledge, teacher know-how, racial and social justice teaching orientations, and transformative research methodologies.

EDL 621. Foundations of Multi-Cultural Education.

This course examines various understandings of multicultural education, as well the philosophical and theoretical underpinnings of what it means to take on a multicultural approach that addresses social inequality in U.S. schooling. In regards to cultural differences, diversity in this course will be addressed through the dynamics of race, gender, sexuality, language, and citizenship in the everyday lives of students and educators. Given our demographically changing and globalized student population in U.S. schools and communities, this class will foster critical discussions about the successes and pitfalls of how multicultural education efforts have responded to this diversity, as well as opportunities and possibilities for new approaches to multicultural education.

EDT 246. Foundations of Language and Literacy.

Explores the foundations of language and literacy development as content background for effective language and literacy instruction, birth to age 21. Topics include theories of language and literacy development, history of reading and writing instruction, literacy and technology, cultural and linguistic aspects of literacy, and various perspectives and models of literacy learning. 

EDT 284. Writing for Educators.

This writing course is designed for prospective educators and those who want to strengthen their written voices. Students will develop and extend attitudes, habits, and skills that enable them to write with efficiency, clarity, and substance. In addition to writing in a number of genres, students will study the craft of successful writers to learn strategies that expand their own writing repertoire. A central feature of this course is peer response and one-to-one conferences with the instructor to help students learn to revise evolving writing into writing worth reading. 

EDT 311. Educational Strategies for Non-Majors.

Curriculum, materials, and methods of teaching in K-12 schools; lesson planning, questioning strategies, cooperative learning, concept development, technology, evaluation, teaming, understanding learning styles and needs of learners and the teaching environment; teaching professionalism.