Victoria Shaw leads a Knight Foundation-funded partnership with Detroit Public Schools centered at Detroit School of Arts (DSA), a public arts magnet high school in Detroit's Cass Corridor. For over ten years, Shaw has led efforts to work collaboratively with Detroit partners to design, coordinate, and evaluate significant arts enrichment at the school. Shaw is embedded in the school and works closely with school leaders, arts and academic teachers, DSA students, a wide variety of arts partners, and Marsal School staff to bring these programs to life. The grant has enabled thousands of DSA students to work with dozens of professional artists in dance, vocal music, instrumental music, digital arts, literary arts, theater, visual arts through in-school workshops, special programs, summer programs, master classes, and field trips.
Prior to her work in Detroit, Shaw earned her PhD from the Marsal School's Joint Program in English and Education program. At U-M, she taught English Methods, Student Teaching seminars, and Qualitative Methods, and served as research assistant to Drs. Pamela Moss and Anne Gere as a Spencer Foundation Fellow. Her dissertation explored how the discourses of beginning teachers in white-dominated educational settings sometimes undermined their intentions to be progressive and social-justice-oriented teachers. This research led to an article that was awarded the National Council of Teachers of English Promising Researcher Award in 2006.
Shaw began her career as a high school and middle school teacher in rural Mississippi and in the Washington, D.C. area. She earned her BA from University of Pennsylvania and her MA from Georgetown University.
“Things get glossed over”: Rearticulating the silencing power of whiteness in education.
Haviland, V. S. (2008). Journal of Teacher Education.
Making the Journey to Cultural Competence with Poetry.
Haviland, V. S., Buehler, J. L, Gere, A. R., and Dallavis, C. (forthcoming). Multicultural Perspectives.
A visibility project: Learning to see how preservice teachers take up culturally responsive pedagogy.
Gere, A. R., Buehler, J., Dallavis, C., and Haviland, V. (pending second review). American Educational Research Journal.
Normalizing the Fraughtness: How Emotion, Race, and School Context Complicate Cultural Competence.
Buehler, J., Haviland, V., Gere, A. R., and Dallavis, C. (under review). Journal of Teacher Education.
Transformation through technology: How HyperStudio updated middle school research.
Haviland, V. S. , and McCall, M. J. (1999). English Journal.
Successful short stories.
Haviland, V. S. (1999). English Journal.