Faculty Teaching and Research

Teaching
GWS 201: Introduction to Gender and Women’s Studies
GWS 220: Race and Gender in the U.S.
GWS 270: Feminist Leadership and Social Transformation
GWS 330: Gender and Popular Culture
GWS 415: Feminist Theory
GWS 485: Senior Capstone course

Research
Beth Berila is the director of the Gender & Women's Studies Program and Professor in the Ethnic, Gender, and Women's Studies Department at St. Cloud State University.

She is also a 500-hour registered yoga teacher and a long-time mindfulness practitioner. Her work examines embodied feminist leadership. She also explores how mindfulness and somatics can help communities heal from the trauma of oppression and more fully embody liberation. For more information, visit Dr. Berila’s website.

Publications

• "Radiating Feminism: Resilience Practices for our Inner and Outer Lives" (Forthcoming from Routledge, summer 2020).
• "Integrating Mindfulness into Anti-Oppression Pedagogy: Social Justice in Higher Education" (Routledge 2015)

Teaching
ETHS 201: Introduction to Ethnic Studies
ETHS 215: Introduction to Asian American Studies
ETHS 335: Asian Pacific American Women
ETHS 345: Asian Pacific Americans in Popular Culture
ETHS/GWS 405/505: Women of Color in the U.S.
ETHS 425/525: Contemporary Asian Pacific American Issues

Research
Kyoko Kishimoto is a professor in the Department of Ethnic, Gender, & Women’s Studies at St. Cloud State University. She also directs the Asian Pacific American Studies Minor.

Her research interests include how to incorporate anti-racist pedagogy within and beyond the classroom, women of color in higher education, and popular cultural representations of race. She is part of a faculty team that organizes the Anti-Racist Pedagogy Across the Curriculum (ARPAC) Institute.

In addition, she is involved with the St. Cloud Chapter of the National Asian Pacific American Women’s Forum to promote social justice for Asian American and Pacific Islander girls and women.

Select Publications

• Omori, K. & Kishimoto, K. (2019). The impact of language brokering on Hmong college students’ parent-child relationship and academic persistence. Hmong Studies Journal 20, 1-43.
• Kishimoto, K. & Karasik, R. J. (2018). Applying anti-racist pedagogy to the exploration of senior housing. In H. Baker, T. Kruger, & R. Karasik (Eds.), A hands-on approach to teaching about aging: 32 activities for the classroom & beyond (pp. 178-206). New York: Springer.
• Karasik, R. J. & Kishimoto, K. (2018). Is gerontology ready for anti-racist pedagogy? A survey of educators’ practices and perspectives. Gerontology & Geriatrics Education, 39(1), 3-20. [Published online, August 11, 2016.]
• Kishimoto, K. (2018). Anti-racist pedagogy: From faculty’s self-reflection to organizing within and beyond the classroom. Race Ethnicity and Education, 21(4), 540-554. [Published online, October 28, 2016.]
• Mwangi, M. and Kishimoto, K. (2014). From the margins: Narratives of women of color exploring their ‘teaching life’ and ‘practice of teaching’ for social change. Journal of Global Gender Studies, 1(2), 1-35. [Reprinted in: M. Mwangi, ed. (2016). Championing Change: Perspectives from International Women in Higher Education (pp. 1-22). Ngatha Publishing.]
• St. Clair, D. & Kishimoto, K. (Fall 2010). Decolonizing teaching: A cross-curricular and collaborative model for teaching about race in the university. Multicultural Education, 18(1), 18-24.
• Kishimoto, K. & Mwangi, M. (2009). Critiquing the rhetoric of ‘safety’ in feminist pedagogy: Women of color offering an account of ourselves. Feminist Teacher, 19(2), 87-102.
  
  
  

Teaching
ETHS 201: Introduction to Ethnic Studies
ETHS 210: Introduction to American Indian Studies
ETHS 301: Special Topics in American Indian Studies
ETHS 310: American Indians in the Social Science Curriculum
ETHS 312: American Indian Women’s Lives
ETHS 410: Contemporary American Indian Issues
ETHS 444: Fieldwork
ETHS 199, 299, 399, 499: Independent Study

Research
Dr. Jeanne Lacourt directs the American Indian Studies program, is the advisor for the American Indian Studies minor, heads the American Indian Studies Online Certificate program, is a Diplomate Jungian Psychoanalyst and a founding board member of Reciprocity Matters, a non-profit organization whose mission is to address political polarization and social injustice as they contribute to Climate Change and Ecocide.

Dr. Lacourt’s work explores the intersections of Indigenous Studies with Jungian Studies. Her current focus is on race, traditional ecological knowledge, and climate change. She offers lectures and workshops nation-wide.

Select Publications

• Lacourt, J. (2017). Seeing the forest for the trees: Birthing symbolic life. In E. Broderson & M.
  Glock (Eds.), Jungian Perspectives on rebirth and renewal: Phoenix rising. London:
  Routledge.
• Lacourt, J., Jaede, M., Tripp, L, & Villanueva, M. (2015). Racial Issues: St. Cloud State
  University Racial Issues Colloquium. Dubuque, IA: Kendal Hunt Publishing
• Lacourt, J. (2012). Coming home: Knowing land knowing self. Spring Journal, 87
• Lacourt, J. (2010). Oral history and Native youth: Strengthening traditional American Indian
  Education. Koln, Germany: Lap Lambert Academic Publishing.
• Lacourt, J. (2010). My father was a bear: Human-animal transformation in Native American
  teachings. Spring Journal, 83.
  
  

Teaching
ETHS 201: Introduction to Ethnic Studies
ETHS 220: Introduction to African American Studies
ETHS 308: African American Cultural Expressions
ETHS 408: Major Works in African American Studies

Research
Christopher P. Lehman is the director of the African American Studies Minor at St. Cloud State University. He is a member of Phi Beta Kappa, and he has been a visiting fellow at Harvard University’s Hutchins Institute for African and African American Research. His articles have appeared in Minnesota History and The Chronicles of Oklahoma. In January 2020 his book Slavery’s Reach: Southern Slaveholders in the North Star State became a finalist for the Minnesota Book Award in the “Minnesota Nonfiction” category.

Select Publications

• Lehman, C. P. (2007) The Colored Cartoon: Black Representation in American Animated Short Films, 1907-1954. Amherst: University of Massachusetts Press.
• Lehman, C. P. (Summer 2019). “Black Cloud: The Struggles of St. Cloud’s African American Community, 1880-1920.” Minnesota History, 234-243.
• Lehman, C. P. (2019). Slavery’s Reach: Southern Slaveholders in the North Star State. St. Paul: Minnesota Historical Society Press.

Teaching
ETHS 201: Introduction to Ethnic Studies
ETHS 210: Introduction to American Indian Studies
ETHS 301: Native Nations of Minnesota
ETHS 301: Native Arts and Cultural Expressions
ETHS 490/590: Native Studies Workshop for Educators

Research
Iyekiyapiwiƞ Darlene St. Clair is an associate professor at Saint Cloud State University where she teaches American Indian Studies and Ethnic Studies and directs the Multicultural Resource Center.

Her work focuses on several areas: Dakota Studies; Native Nations of Minnesota; the integration of Native cultures, histories and languages into curricula and educational institutions; Dakota sacred sites; and the arts and cultural expressions of Native peoples.

She is an organizer for the Anti-Racist Pedagogy Across the Curriculum Project and serves as the board chair for Dream of Wild Heath (https://dreamofwildhealth.org/), an Indigenous foodways non-profit based in Minnesota.

Selected Publications

• St. Clair, D. (2019). New Resources to Introduce Indigenous Languages in the Classroom, Medium. https://medium.com/google-earth/new-resources-to-introduce-indigenous-languages-in-the-classroom-8d0c62018832
• St. Clair, D. and Beane, K. (2018). Dakota Homeland, Minnesota River Valley National Scenic Byway. https://www.mnrivervalley.com/dakota-homeland-story/
• St. Clair, D. et al. (2014). Mni Sota Makoce: The Dakota Homelands Curriculum, Dakota Wicoḣ’aƞ. https://dakotawicohan.org/courses/mni-sota-koce/
• St. Clair, D, & Kishimoto, K. (2010). Decolonizing Teaching: A Cross-Curricular and Collaborative Model for Teaching Race in the University. Multicultural Education.

Teaching
ETHS 111: Race in America
ETHS 470/570: The Black Community in the United States

Research
Dr. Luke Tripp is Professor in the Department of Ethnic, Gender, & Women’s Studies at St. Cloud State University.

His history of activism for social justice began in 1960. He has served in leadership roles in the Black liberation movement, including the Student Nonviolent Coordinating Committee, the Black Panther Party, the League of Revolutionary Black Workers, and the Anti-Apartheid struggle.

He has also had a long history in the global anti-imperialist movement as well as various other movements for human rights and social justice.

Publications

• Lacourt, L.A., Mark, J., Tripp, L., & Villanueva, M. (Eds.). (2015). Racial Issues. Dubuque, IA: Kendall Hunt Publishing Company.
• Villanueva, M.A., Calderón-Steck, F., Rodríguez, I. & Tripp, L. (2005). Latina immigrants in Minnesota communities: A comparative survey on demographics, needs, barriers, and assets. JSRI Research Report #64, The Julian Samora Research Institute, Michigan State University, East Lansing, Michigan.
• Tripp, L. (1996). Blacks in America: American mythology and miseducation. In J. Andrezjewski (Ed.), Oppression and Social Justice: Critical Frameworks (pp. 316-321). Needham Heights, MA: Simon & Schulster.
• Tripp, L. (Winter 1994). The intellectual roots of the controversy around cultural diversity and political correctness. The Western Journal of Black Studies, 18(4), 227-230.
• Tripp, L. (Summer 1992). The political views of Black students during the Reagan era. The Black Scholar, 22(3), 45-52.
• Tripp, L. (Fall 1991). Race consciousness among African-American students, 1980s. Pullman, Washington. The Western Journal of Black Studies, 15(3), 159-168.
• Tripp, L. (1987). Black student activists: Transition to middle class professionals. Lanham, Maryland, University Press of America.
• Tripp, L. (Summer 1986). Community leadership and Black former student activists of the 1960s. The Western Journal of Black Studies, 10(2), 86-89.