As one of the founding members of the National Association for Multicultural Education in 1990, Tonya worked diligently to build the organization. She served more than a decade on the Executive Board of Officers and the Board of Directors, chartering the first state chapter (Kansas, 1995), hosting the first national leadership institute (New Mexico, 1996), and chartering the first university chapter (Wichita State University, Kansas, 2003).
Dr. Huber-Warring is on the International Overseas Program Faculty, College of New Jersey, Trenton (1997 to present), teaching courses required for the Master of Education for teachers working in American International schools around the world. Her expertise and research focus on cultural diversity in education, and she has presented, consulted, taught, and/or conducted research in more than half of the 50 states in the U.S.A., and in England; Cyprus; Vietnam; Canada; Spain; Venezuela; Cóte d’Ivoire, West Africa; Australia; and Kuwait.
She is the author of Teaching in the Diverse Classroom (1993), Quality Learning Experiences (QLEs) for all Students (2002). Her more than 140 published works include 74 refereed articles and chapters. Her work appears in a range of journals and reference texts including Multicultural Education (Caddo Gap Press); FORUM: Journal of Interdisciplinary Education (World Council for Curriculum and Instruction) Journal of Curriculum and Supervision; Journal of Adult Development; Collected Original Resources in Education, An International Journal of Educational Research in Microfiche; Journal of Thought; Teaching Education; Teacher Education Quarterly; Teacher Educator; Journal of Teacher Education; The Journal of COPIS, Council of Professors of Instructional Supervision; Mid-western Educational Researcher (AERA); Dictionary of Multicultural Education (Grant & Ladson-Billings, Eds.); Ready Reference: American Indians; World Education Encyclopedia; and Magill’s Choice: American Indian Biographies.
She was Founding Editor of the Journal of Critical Inquiry Into Curriculum and Instruction (1998-2004), a scholarly, refereed journal committed to publishing the research of graduate students focused on representing meaningful ways of exploring teaching<~>learning dynamics. With an international circulation, every third issue was dedicated to cultural and international voices and issues.
In an earlier life, Tonya was a teacher of students in the eighth-grade language arts classroom, Hollidaysburg, Pennsylvania, a role she cherished for 5 years. Her best memories of teaching at the high school level include the following programs she initiated and coordinated:
- “Beastly Thoughts,” an environmental justice project that included community exhibits of students’ research and ultimately earned the students the Presidential Environment Protection Award.
- “Overnight Gym” programs where 150-175 high school students enjoyed a host of events from Friday 7 p.m. to Saturday 7 a.m. in the high school gym, including hoops, aerobics, bowling, classic films, and sleeping-bag reading;
- Amaranth, the literary magazine;
- the community coordination and newsletter publication, Building a Learning Society;
- aerobics and free-weight instruction at 5:45 a.m. for the district’s coaches;
- the Heritage Club tombstone cemetery preservation projects and trips to New York City, Boston, and Philadelphia because of the thrill of introducing high school students to Broadway, cultural experiences, and the adventure of making a difference. As the first-born of six, sharing these experiences with her younger brothers and sisters was an added joy.
Tonya served as Language Arts Curriculum Supervisor Oklahoma City Public Schools, Oklahoma, for academic year 1989/1990. She earned her PhD in Curriculum & Instruction from The Pennsylvania State University in 1990 with minors in International Theory & Policy, Ethnography/Cultural Anthropology, and Curriculum & Supervision. Her dissertation, A Cross-Case Study to Compare Significant Relationships Official and actual Curriculum and Teaching Approaches for the Study of Literature in British Schools Forms 1-6, described and compared the literature instructional models employed in four case studies, one in Cambridge, Massachusetts, and three in London, England, including 22 English teachers’ classrooms. Her fieldwork included (a) excavation and historical record documentation of the Cheyenne Outbreak site, Fort Robinson, Nebraska; (b) data collection, historical document review, and interviews at the Iroquois Nation, Brantford, Ontario; (c) case study data collection at 12 schools in Great Britain; and (d) clinical supervision of faculty in a peer supervision project, Armstrong School District, Pennsylvania. Her thesis for the Master of Education (MEd) in curriculum and instruction was an historical review: A Study to Identify and Evaluate Collective Native American Biographies Published Between 1970 and 1983 for Inclusion in Secondary Education Classes in American history and Literature. Her English honors thesis explored a similar theme: The Indian and the Negro: The Prevailing Pillars in the Works of William Faulkner.
While a Professor of Education at the Wichita State University, Kansas, where she taught for 14 years, she coordinated college-wide and state-wide assessments on diversity topics, including diversity standards in teacher education and creating inclusive environments in high schools. She is currently an Associate Professor in the Department of Human Relations and Multicultural Education, College of Education, St. Cloud State University, Minnesota. Her teaching, research, and daily life continue to be committed to global justice. She often feels like Richard Wright’s detached particle of white rock. . . .
“[He] had spoken a declaration of friendship that would make other white men hate him: a particle of white rock had detached itself from that looming mountain of white hate and had rolled down the slope, stopping still at his feet.” ~~Richard Wright’s Native Son