Django Paris
Assistant Professor
PhD. Stanford University
Django Paris is assistant professor of English in the program in English Education. He received his B.A. in English from the University of California at Berkeley, his M.A. in Curriculum and Teacher Education from Stanford University, and his Ph.D. in English Education/Literacy Studies with a minor in Applied Linguistics from Stanford University. He spent six years as an English language arts teacher in California, Arizona, and the Dominican Republic before entering graduate school. Django’s research focuses on language and literacy in multiethnic schools and communities. He is particularly interested in understanding how pluralism works in multiethnic youth communities and in how we can re-vision language and literacy learning to foster understanding within and across difference. His teaching focuses on youth language and literacy practices, the training of English teachers to work in multiethnic high schools, and multicultural curriculum theory and design. He is currently working on his first book project, an ethnography and social language study exploring the ways the everyday oral and written language of youth of color challenges and reinforces notions of ethnic difference and division in multiethnic high schools. His research has been supported by fellowships from the Spencer Foundation, the Ford Foundation, and the National Council of Teachers of English Research Foundation.
Django Paris is assistant professor of English in the program in English Education. He received his B.A. in English from the University of California at Berkeley, his M.A. in Curriculum and Teacher Education from Stanford University, and his Ph.D. in English Education/Literacy Studies with a minor in Applied Linguistics from Stanford University. He spent six years as an English language arts teacher in California, Arizona, and the Dominican Republic before entering graduate school. Django’s research focuses on language and literacy in multiethnic schools and communities. He is particularly interested in understanding how pluralism works in multiethnic youth communities and in how we can re-vision language and literacy learning to foster understanding within and across difference. His teaching focuses on youth language and literacy practices, the training of English teachers to work in multiethnic high schools, and multicultural curriculum theory and design. He is currently working on his first book project, an ethnography and social language study exploring the ways the everyday oral and written language of youth of color challenges and reinforces notions of ethnic difference and division in multiethnic high schools. His research has been supported by fellowships from the Spencer Foundation, the Ford Foundation, and the National Council of Teachers of English Research Foundation.