I am a PhD candidate in U.S. History. My teaching interests encompass U.S. 19thC and 20thC history, with a particular focus on Native American history and public health history. Broadly speaking, my research is motivated by interests in settler colonialism, urban indigenous history, healthcare and public policy, political activism, and comparative historical methodology. My dissertation is a work of comparative social and political history, focusing on the U.S. and Australia in the period following the Second World War. I am interested in urban indigenous re-articulations of the political project of sovereignty, in the wake of massive post-war rural to urban migration, and in relation to health struggles in the city. My dissertation explores this through the history of health activism and advocacy among the urban indigenous communities of Seattle and Sydney between 1950 - 1980. In particular, I trace the grassroots activism that lead to the development of free, urban indigenous healthcare clinics in these cities during the 1970s.

This was an immensely helpful process for me. My partner's observations highlighted trends and patterns occurring in my classroom that I was only vaguely aware of (e.g. just how much certain students are dominating class discussion; that on the whole, students are inclined to actively draw connections between different weekly themes and readings, but some students are more adept at doing this than others). As a result of the observations, I feel confident that my current teaching strategies are achieving my intended learning goals. However, I am also much more aware now, of ways in which I might be able to refine my teaching strategies and lesson-planning so that these goals are more consistently reached on a week-to-week basis, and also on a student-to-student basis.

Observation Plans:
Dory Kornfeld's observation by Maria John

Maria John's observation by Kathryne Brewer