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Maren E. Oberman

Clinical Assistant Professor, Marsal Family School of Education

Contact

(734) 647-2476

Location

1302
610 E. University Ave.
Ann Arbor, Michigan 48109-1259

Dr. Maren Oberman is a clinical assistant professor at the University of Michigan Marsal Family School of Education. She teaches both in the Educational Studies Department and in the Educator Preparation Program. Oberman’s areas of expertise include: leadership growth & development, anti-oppressive pedagogy, issues of equity & identity in education, and coaching, mentoring, & instructional leadership.

Oberman’s doctoral research and practice focused on increasing the status, respect, and value of teachers through preparation, meaningful professional development, and building leadership capacity, with specific attention to reflective practice, inquiry-based improvement strategies, and criticality. Oberman’s work is now centered on liberatory educational practices for pre-service teachers and educational leaders.  She teaches courses that seek to advance justice-oriented education, both through interrogating White supremacy and de-centering whiteness, including Exploring Whiteness, Stories of Leadership & Liberation, Introduction to Leadership Development, and Teaching to Transgress.  Oberman also provides consultation and professional development to individuals, teams, and organizations in the areas of racial identity development, intergroup dialogue, and justice aims.  

Prior to joining the faculty at the Marsal Family School of Education, Oberman worked (in Massachusetts, Illinois, and California) as a K-12 teacher, an instructional coach, an administrator in schools and districts, and a teaching fellow at the graduate level. She earned her bachelor’s degree in African-American studies at Yale University, her master’s in Library Science from Simmons College, and her doctorate in educational leadership (EdLD) at the Harvard Graduate School of Education, including a residency at the central office leadership level in the Los Angeles Unified School District (LAUSD). Through her work at LAUSD, Oberman completed her doctoral capstone, “Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District.” 

Intellectual Clusters

Courses

Number Course Name Location Days
EDUC 695
Research and Educational Practice

Provides an overview of research methods used in educational inquiry. Enables students to review a variety of research studies done in education, to become familiar with techniques used in their conduct, and to acquire facility in interpreting them.

EDUC 719
Pedagogies of Diversity, Inclusion, Justice and Equity

This mini-seminar is for university instructors interested in moving the concepts of diversity, inclusion, justice, and equity (DIJE) from the theoretical to the practical in undergraduate courses. Participants will analyze scholarly reflections about teaching issues of racial and social justice, and consider how to pedagogically account for DIJE.

Full Term Credit Hours: Grad Min: 1.00 Grad Max: 1.00 - Half Term Credit Hours: Grad Min: 1.00 Grad Max: 1.00

EDUC 649
Foundational Perspectives on Educational Reform

Critically examines selected contemporary reform efforts in education from the perspective of one or more of the foundation disciplines. Aims to develop in the career educator a broader and deeper understanding of the tensions between ideas and practice in dynamic social environments. Graduate course required of all new Educational Studies master’s students.