Curriculum Vitae

Aja Y. Martinez3209 E. 2nd StreetTucson, AZ 85716

(520) 390-7401aym@email.arizona.edu

E D U C AT I O N

PhD in Rhetoric, Composition, and the Teaching of English, Expected May 2012University of Arizona Tucson, AZ

Dissertation: Critical Race Counterstory as Rhetorical Methodology: A Chicana’s Academic Experience told through Sophistic Argument, Narrative, and AllegoryCommittee: Adela C. Licona (Chair), Thomas P. Miller, Maritza E. Cardenas, and Victor Villanueva, Jr.

Dissertation Description: My dissertation focuses on Chicana/o identity in academia and uses critical race counterstory (a methodology of critical race theory) to construct a dialogue, a narrative, and an allegory based on personal experience and related literatures. The counterstories illustrate a Chicana/o undergraduate and graduate student experience and address the topics of cultural displacement, assimilation, the American Dream, and ethnic studies.

Areas of Specialization: Rhetorics of Race and Racism, Critical Race Theory, CRT Counterstory, First-Year Composition, Service Learning, Writing Program Administration, Qualitative Research Methods (Ethnography)

MA in Rhetoric, Composition, and the Teaching of English, December 2007University of Arizona Tucson, AZ

BA in Anthropology, May 2005University of Arizona Tucson, AZ Minor: English; Family Studies & Human Development

P U B L I C AT I O N S

Edited BookYoung, Vershawn Ashanti and Aja Y. Martinez, ed. Code-meshing as World English: Policy, Pedagogy,

and Performance. Urbana, IL: National Council of Teachers of English, 2011.

Peer-ReviewedYoung, Vershawn Ashanti and Aja Y. Martinez. “Code-meshing as World English Introduction.” Code

meshing as World English: Policy, Pedagogy, and Performance. Urbana, IL: National Council ofTeachers of English, 2011.

Martinez, Aja Y. “‘The American Way’: Resisting the Empire of Force and Colorblind Racism.” CollegeEnglish. 71.6 (2009). 584-595.

Textbook

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Do, Tom Hong and Aja Y. Martinez. “Writing About Film and Other Visual Texts.” Writing As Revision.Ed. Beth Alvarado and Barbara Cully. 4th ed. Needham Heights, NJ: Pearson Custom, 2011.

Book ReviewMartinez, Aja Y. Chicana/Latina Education in Everyday Life: Feminist Perspectives on Pedagogy and

Epistemology. Ed. Dolores Delgado Bernal, et al. Community Literacy Journal. 3.2 (2009).

Work in ProgressMartinez, Aja Y. “Critical Race Theory Counterstory as Allegory: A rhetorical trope to raise awareness

about Arizona’s ban on ethnic studies” Across the Disciplines. Spring/Fall (2012). Under review.46pp.

H O N O R S A N D AWA R D S

HONORS Ford Foundation Dissertation Fellowship, Honorable Mention, 2011. University of Arizona Graduate College Fellowship, 2010-2011. $5,316. University of Arizona Graduate College Stipend, 2011. $1,000. Texas State University-San Marcos Predoctoral Summer Dissertation Fellowship, 2010. $11,000. University of Arizona Diversity Fellowship, 2007-2008. $1,000. Arizona Scholars Fellowship, 2005-2007. $1,000. University of Arizona McNair Scholars Summer Research Institute Fellowship, 2003. $2,000. Founder of Gamma Alpha Omega Jessica Aguirre White Rose Scholarship, for Outstanding

Female Southern Arizona High School Seniors, 2002.AWARDS

Julie Christakis DeFazio Excellence in Teaching Award, 2010. $2,000. University of Arizona Centennial Achievement Graduate Student Award, 2011-2012. $500. University of Arizona New Start Summer Bridge Program Outstanding Instructor Award, 2009.

$100. Conference on College Composition and Communication Scholars for the Dream National Award

for Underrepresented Scholars, 2008. $700. Johnnie Raye Harper Teaching Award, Finalist, 2006. University of Arizona Centennial Achievement Undergraduate Student Award, Nominee, 2005. PEO Culver Stetson Memorial Fund Scholarship, 2004-2005. $1,000.

T E A C H I N G E X P E R I E N C E

UNIVERSITY OF ARIZONA Tucson, AZMexican American Studies: Special Topics in Transformative Education Two SectionsEmphasis on student success through focus on perceptions and expectations about college, on coping and learning strategies, and on practical skills for taking ownership and making the most of the opportunity presented at the university. Students in this course are mainly UA Hispanic Alumni Scholarship recipients.

English 101+/197B: First-Year Composition for Basic Writers Six SectionsEmphasis on a wide range of multicultural social issues and texts. The myth of biological race and the lived social reality of race and racism are explored through multimedia texts such as teen film, stand-up comedy, song lyrics, and underrepresented literature. Follows an assignment sequence similar to standard 101 sections, but is paired with a one credit studio craft session, English 197B.

English 101: First-Year Composition Six Sections

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Emphasis on close reading and written analysis of a wide range of multimedia texts concerning issues of diversity. Through both formal and informal writing assignments, students practice a variety of methods for reading and analyzing texts. Writing process is a major emphasis in this course.

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English 102: First-Year Composition Eight SectionsEmphasis on issues pertaining to access and retention in higher education. Key concepts and skills covered in 102 are rhetorical analysis, research, reflection, and revision. Students read critical race theorists and education theorists and also take part in a service learning partnership with students from local high schools.

UNIVERSITY OF ARIZONA NEW START SUMMER BRIDGE PROGRAM Tucson, AZEnglish 101: First-Year Composition One SectionEmphasis on close reading and written analysis of a wide range of multimedia texts concerning issues of diversity. Through both formal and informal writing assignments, students practice a variety of methods for reading and analyzing these texts. Writing process is a major emphasis in this course.

English 102: First-Year Composition Two SectionsEmphasis on issues pertaining to access and retention in higher education. Key concepts and skills covered in 102 are rhetorical analysis, research, reflection, and revision. Students read critical race theorists and education theorists.

PIMA COMMUNITY COLLEGE Tucson, AZWriting 100 One SectionReview of sentence structure, mechanics and usage. Includes review of sentence patterns, designing and writing effective paragraphs, and developing short essays.

Writing 101 Five Sections Introduction to the principles of rhetorical strategies, writing as a process, and MLA format. Writing as a process is a major emphasis for this course.

Writing 102 Five Sections Includes writing analytical, analysis and discussion of various types of literature, developing research skills and writing a research paper.

W R I T I N G P R O G R A M A D M I N I S T R AT I O N

University of ArizonaWRITING PROGRAM Tucson, AZEnglish 101+ Teacher Collaborative Coordinator Fall 2008In this position I coordinated and facilitated weekly meetings for graduate and adjunct teachers of English 101+. I provided sample lesson plans and classroom activities from my own experience teaching the course and scheduled lesson plan presentations from other experienced instructors. Because English 101+ serves a basic writing population with various needs I arranged for campus representatives from Athletics, the Disability Resource Center, Center for English as a Second Language, and Alternative Learning Strategies to join our weekly meetings and provide presentations about the student demographic each organization serves.

First-year Composition Curriculum Development Fall 2007I developed, successfully piloted, and taught for four years this first-year composition curricula specially designated toward multicultural topics including colorblind and institutional racism, access to higher education, and service learning.

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Wildcat Writers Service Learning Partnership Fall 2007-PresentIn this service learning partnership I coordinate writing exchanges between my university first-year composition students and students in an African American Literature course at Cholla High Magnet School, in which UA students peer review Cholla students’ Personal Statement essays that will serve as part of their application packet for admission to the University of Arizona. To initiate this service learning partnership I schedule meetings between collaborating teachers from the university and high school. I also write for and secure grants to cover costs associated with a field trip to Cholla’s campus for a forum to discuss college, and costs associated with a field trip for Cholla students to the UA campus. Finally, for the past two years I have been training new graduate students in my program for their own service-learning partnerships.

WRIPAC Difference and Inequality Committee Member Fall 2007-Spring 2008I served on the committee responsible for setting program curricular goals concerning the promotion and integration of readings, assignments, activities, and writing projects that foster awareness of differences of a broad range of historical experiences, cultural perspectives and social issues in the writing classroom. NEW START SUMMER BRIDGE PROGRAM Tucson, AZAcademic Conference Planning Committee Summer 2007-2009In this position I was responsible for coordinating all arrangements for this two-day conference in which high school students present scholarly works from their summer bridge courses in a professional academic conference setting. Arrangements included designing and advertising the call for proposals to accepting presentations and coordinating daily happenings during the two-day conference.

S C H O L A R LY P R E S E N TAT I O N S

NATIONALConference on College Composition and Communication St. Louis, MO

March 2012“Digital Intertextuality and Cultural Production: Using Critical Theories to Produce and Question Film and Video in the Composition Classroom” (Accepted)

Feminisms and Rhetorics Conference Mankato, MNOctober 2011

“Pan Dulce or Cornbread?: A Chicana’s Critical Race Counterstory vs. the Institution’s Stock Story”

Conference on College Composition and Communication Atlanta, GAApril 2011

“Teaching Writing with Latino/a Students in the South: A Workshop Sponsored by the NCTE/CCCC Latino/a Caucus”

American Educational Studies Association Denver, COOctober 2010

“Pedagogies for Social Justice: The Examination of Transborder Epistemologies and Media Literacy as Sites for Transformative Pedagogies”

Conference on College Composition and Communication Louisville, KYMarch 2010

“Reconsidering Chicano English: English Only Policy and the Borderlands”

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Conference on College Composition and Communication San Francisco, CAMarch 2009

“Latina/o Pedagogy, Research, and Service: A Workshop Sponsored by the NCTE Latino/a Caucus”

“Token Teens and Unrecognizable Minorities: Using the Visual Rhetorics of the American ‘Teen Pic’ to Teach Color-Blind Racism”Conference on College Composition and Communication New Orleans, LA

April 2008“Where We Enter: LatCrit as Means for Development and Implementation of Conscious Composition Praxis in a Changing World”

The Society for Applied Anthropology Memphis, TNMarch 2008

“‘I Am the Token Black Guy’: Teaching With Teen Film to Illustrate Color-blind Racism”

Feminisms and Rhetorics Conference Little Rock, AROctober 2007

“Where We Enter: LatCrit as Means for Development and Implementation of Conscious Composition Praxis in a Changing World” Council of Writing Program Administrators Tempe, AZ

July 2007“Ready or Not?: On the Prospect of Becoming jWPAs”

The Society for Applied Anthropology Santa Fe, NMMarch 2005

“Traditional Knowledge, Ownership, and Practice: Generation Land and Commonages”

“GPS Mapping of Marine Resource Exploitation, Great Exuma Bahamas”

The Society for Applied Anthropology Dallas, TXMarch 2004

“Generation Land: Traditional Forms of Owning Land and Sea”

REGIONAL University of Arizona Spring Conference Tucson, AZ

April 2007“Literacy Practicum Discussion”

“Proper Form!: Demystifying MLA Citation and Documentation for the College Student” (poster presentation)

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I N V I T E D L E C T U R E S A N D P R E S E N TAT I O N S

NATIONAL COUNCIL OF TEACHERS OF ENGLISH CONFERENCE Chicago, ILNovember 2011

“Code-meshing as World English: Pedagogy, Policy, and Performance” Author Strand Session

TEXAS STATE UNIVERSITY-SAN MARCOS San Marcos, TXFebruary 2011

“Pan Dulce or Cornbread?: An Examination of a Chicana's Critical Race Counterstory vs. the Institution's Stock Story” Texas State Summer Fellows Speaker Series

February 2010“Visual Rhetorics and the American ‘Teen Pic’: Introducing Color-Blind Racism Theory in the First-Year Composition Classroom” Texas State Summer Fellows Speaker Series

UNIVERSITY OF ARIZONA Tucson, AZMarch 2010

“Hybridity and Latin America: Discourse, History, and the Limits of Race,” A Roundtable Discussion with Visiting Scholar Dr. Joshua Lund

July 2007 & 2008“What We Know Now that We Wish We Knew Then: Word of Wisdom from Instructors who have ‘Been There’” New Start Summer Program Speaker Series

April 2007“Personal Perspectives Concerning ‘Thirdspace’” English Graduate Student Union Diversity and Inequality Brownbag

October 2004“Traditional Knowledge, Ownership, and Practice: Community-Based Resource Management in the Exuma Cays, Bahamas” Graduate & Professional Student Council 12th Annual Student Showcase

August 2004“Traditional Knowledge, Ownership, and Practice: Community-Based Resource Management in the Exuma Cays, Bahamas” UA Ronald E. McNair Colloquium

P R O F E S S I O N A L A C T I V I T I E S A N D D E PA R T M E N TA L S E R V I C E

UNIVERSITY OF ARIZONAChicano/Hispano Student Affairs Tucson, AZGraduate Assistant Fall 2011-Spring 2012I assist and support the Chicano/Hispano Student Affairs staff in creating an affirming and supportive environment through specific outreach, programming and student interaction that promotes community building, self exploration and personal, as well as, leadership development. Activities and programs include paraprofessional counseling, making referrals, designing and implementing educational cultural experiences that deepen understanding of racial identities and social justice.

Rhetoric, Composition, and the Teaching English Mentoring Program Tucson, AZMentor Fall 2010-Spring 2011I mentored an incoming first-year student in this graduate program. I also discussed strategies that would assist the student in his adjustment to the first year of graduate study in the RCTE program.

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Arizona Assurance Scholars Program Tucson, AZMentor Fall 2009-Spring 2011I mentored first-generation college students from underserved populations. I also discussed strategies that would assist students in their adjustment to the first year of undergraduate study.

Graduate College Tucson, AZEditor Summer 2007I edited a Master’s thesis for a student in an Environmental Sciences program. I also discussed ideas and provided editing and revision related feedback about her thesis.

Graduate and Professional Student Council Tucson, AZTravel Grant Application Evaluator Summer 2007

English Graduate Union Difference and Inequality Committee Tucson, AZCo-Chair/Member Fall 2006-Spring 2008I held weekly meetings in which graduate students gathered to discuss departmental and campus issues of difference and inequality. In addition to the meeting this committee made arrangements for speakers from a variety of disciplines to speak at a series of brown-bag discussions concerning campus issues of difference and inequality.

NATIONALFeminisms and Rhetorics Conference East Lansing, MIConference Proposal Evaluator Spring 2009

The Society for Applied Anthropology Memphis, TNInvited Session Chair March 2008

S E R V I C E A N D O U T R E A C H

UNIVERSITY OF ARIZONAPeter and Pat Likins Day for Outstanding Seniors Tucson, AZInvited Instructor Spring 2009I conducted an English 101 course demonstration for both parents and students invited to this event.

Women’s Basketball Tucson, AZGuest Coach Spring 2009Members of the Women’s Basketball team nominated me to join the team as a guest coach for a game as a thank you for my service as an instructor and tutor with UA Athletics.

Language, Reading, and Culture Freshman Seminar Tucson, AZGuest Speaker Fall 2009I visited the LRC 197A Investigative Learning Strategies course to discuss my educational path. This course is held for first-generation freshmen to assist in their adjustment to campus. I am a first-generation college student and was invited to “tell my story” and answer any questions the new students had about strategies for academic success.

LOCAL COMMUNITYGEAR UP Tucson, AZVolunteer 2007-2009I participated as a volunteer during Family Literacy events at local middle schools. I also assisted in event set up and facilitation of discussion. GEAR UP is a discretionary grant program designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education.

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GEAR UP provides six-year grants to states and partnerships to provide services at high-poverty middle and high schools.

Pima Community College Adult Education Tucson, AZVolunteer Spring 2006I participated as a classroom volunteer with the At-Risk-Youth GED course. I assisted students with their in-class work in disciplines such as math, social studies, and writing.

R E S E A R C H E X P E R I E N C E

UNIVERSITY OF ARIZONABureau for Applied Research in Anthropology (BARA) Tucson, AZ Undergraduate Research Assistant 2004-2005I conducted research for the Bureau for Applied Research in Anthropology (BARA), at the University of Arizona in Cultural Anthropology, under the direction of Dr. Richard Stoffle. Research involved transcription of ethnographic interviews conducted on the Arizona Strip with Kaibab and San Juan Paiute Native American Nations, for a Bureau of Land Management project concerning the nomination of culturally significant sites for conservational protection.

Ronald E. McNair Achievement Program Tucson, AZUndergraduate Research Assistant Summer 2004I conducted research for the Ronald E. McNair Achievement Program at the University of Arizona in Anthropology, under the direction of Dr. Richard Stoffle. Research involved ethnographic and archival research on the subject of community-based resource management systems and their relationship to proposed Marine Protected Areas in Exuma, Bahamas.

Integrative Graduate Education and Research Traineeship (IGERT) Tucson, AZUndergraduate Research Assistant Summer 2004I conducted research for the Integrative Graduate Education and Research Traineeship (IGERT) at the University of Arizona in Archaeology, under the direction of Dr. Charles Bollong. Research comprised the archaeological component of the Bahamas Marine Protected Areas project. This research sought to map recent, historic, and prehistoric distributions of conch shell within the Marine Protected Area zones in order to provide evidence for long-term patterns of resource use by Exuma, Bahamas residents.

Diebold Linguistic Anthropology Teaching Laboratory Tucson, AZIndependent Study Spring 2003I conducted research for the Diebold Linguistic Anthropology Teaching Laboratory at the University of Arizona in Linguistic Anthropology, under the direction of Dr. Norma Mendoza-Denton. Research was based on Dr. Mendoza-Denton’s works involving females aspects of Hispanic gang affiliation through representative mediums including language, make-up, hair, and clothing.

Bureau for Applied Research in Anthropology (BARA) Tucson, AZUndergraduate Research Assistant 2002-2005I conducted research for the Bureau for Applied Research in Anthropology (BARA), at the University of Arizona in Cultural Anthropology, under the direction of Dr. Richard Stoffle. Research focused on the Bahamas Marine Protected Area Social Impact project, funded by the National Science Foundation. This project is conducted with ethnographic research methods to determine the potential social impact of proposed Marine Protected Areas in the Bahamian sea.

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M E M B E R S H I P S

NATIONALCoalition of Women Scholars in the History of Rhetoric and Composition 2011-PresentModern Language Association 2010-PresentConference on College Composition and Communication Latino Caucus 2008-Present Conference on College Composition and Communication 2007-Present Council of Writing Program Administrators 2007-Present National Women’s Studies Association 2007-Present National Council of Teachers of English 2006-Present American Anthropological Association 2004-2006Society for Applied Anthropology 2003-Present

UNIVERSITY OF ARIZONARonald E. McNair Achievement Program Scholar 2004-PresentGamma Alpha Omega Latina Sorority, Beta Chapter 2002-Present

G R A N T S

UNIVERSITY OF ARIZONA Writing Program Funds to Foster Collaboration Grant for service-learning activities, 2011. $100. Student Affairs Student/Faculty Interaction Grant, 2010 & 2011. $150 & $250. English Graduate Union Travel Grant, 2009 & 2010. $320 & $345. IGERT Minority Student Integrated Graduate Training in Archaeological Science Summer

Research Grant, 2004. $2,000. PADI Foundation Research Grant, Cultural Connections to the Sea: Traditional Knowledge and

Marine Protected Areas, 2003. $2,000.

R E F E R E N C E S

Thomas P. Miller, Associate Provost of Faculty Affairs The University of ArizonaTelephone: (520) 626-0202Email: tpm@email.arizona.edu

Victor Villanueva, Jr., Professor and English Department HeadAuburn University Telephone: (334) 844-9079Email: vzv0006@auburn.edu

Adela C. Licona, Assistant ProfessorUniversity of ArizonaTelephone: (520) 621-0777Email: aclicona@email.arizona.edu

Erec Toso, Writing Program Teaching SupervisorUniversity of Arizona Telephone: (520) 621-3223Email: netoso@email.arizona.edu

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Vershawn Ashanti Young, Associate ProfessorUniversity of KentuckyTelephone: (859) 257-1271Email: vershawn.young@uky.edu