Browning M Neddeau
Education
Ed.D.
- Learning & Instruction
- Learning & Instruction Department, University of San Francisco, 2011
- Dissertation: The Relations Among School Status Variables, Teacher Academic and Arts Curricular Emphases, and Student Academic Achievement in Grades 1, 3, and 5
- Certificate of Eligibility Adminstrative Services
- California Commision on Teacher Credentialing, 2013
- California Clear Teaching Credential: Multiple Subject
- California Commision on Teacher Credentialing, 2009
M.A.
- Teaching
- Teacher Education Department, University of San Francisco, 2009
- Thesis: The Impact of Classroom Music on Vocabulary Development
B.A.
- Child & Adolescent Development
- Child and Adolescent Development Department, San Jose State University, 2005
- Minor in Political Science
Areas of Expertise
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American Indian Studies
-
Arts Education
-
Equity, Diversity, Inclusion, & Belonging
-
Program Evaluation
-
Storytelling
-
Teacher Education
Biography
Browning Neddeau, M.A., Ed.D. (he/him/his) is enrolled in the Citizen Potawatomi Nation. He is a Jointly Appointed Associate Professor of Elementary Teacher Education and American Indian Studies at California State University, Chico. He serves on the National Conference on Race and Ethnicity in Higher Education’s National Advisory Council as the Vice Chair of Faculty Interests and Needs.
Dr. Neddeau served the U.S. Department of Homeland Security’s Office of Partnership and Engagement Intergovernmental Personnel Act Mobility Program as an Advisor on American Indian and Alaska Native Cultures. Additionally, he served as the National Art Education Association’s Equity, Diversity, and Inclusion Commission’s Past Chair, Chair, Inaugural Associate Chair, and Inaugural Commissioner.
Publications
Neddeau, B.M. & Madril, M.S. (in press). Tobacconist/wooden Indian statues, material culture, and a culturally sustaining path forward in art education. Studies in Art Education: A Journal of Issues and Research.
McClure Sweeny, M. & Neddeau, B.M. (2024). Storytelling and error: Challenging pioneer ontologies in early childhood education. Pedagogy, Culture & Society, 1-11.
https://doi.org/10.1080/14681366.2024.2355101
Neddeau, B.M. (2023). Beading shkodé. [Invited provocation.] Be(com)ing strange(r): Towards a posthuman social studies. Teachers College Press.Sweeny, R.W., Knight, W.B., Neddeau, B.M., & Pfeiler Wunder, A. (2022). [Invited.] Editorial. Studies in Art Education: A Journal of Issues and Research, 63(4), 289-295.
Neddeau, B.M. (2022). A conversation with nokmes (my grandmother) in poetry. Journal of Folklore and Education, 9, 36-40.
https://jfepublications.org/article/a-conversation-with-nokmes-my-grandmother-in-poetry/
Neddeau, B.M. (2022). Understanding a pandemic through virtual storytelling events. Art Education, 75(5), 39-41. Guzman, J., Neddeau, B.M., & Dell’Angelo, T. (2022). Dismantling colonizer logics in the post-Trump hellscape in k-12 education. Professing Education, 20(1), 8-17.
Neddeau, B.M. & Nice, J.A. (2022). Navigating a new ethnic studies requirement through shared governance with integrity, speed, and an antiracist lens. Proceedings of the Hawaii International Conference on Education.
Neddeau, B.M. (2021). Unheard stories: How honoring and acknowledging my experiences shape me as a teacher. In L. Colket, T. Light, & A. Carswell (Eds.), Becoming: Transformative storytelling for education’s future. DIO Press.
Neddeau, B.M. (2020). Arts access & equity in teacher education during a pandemic. Issues in Teacher Education, 29(1 & 2), 85-92.
Neddeau, B.M. (2020). Using self-portraits as a starting point in Native American studies for grades 3 to 5. Social Studies Review, 88-92.
Neddeau, B.M. (2020). Exploring the tenets of tribal critical race theory in grade 4. Proceedings of the Hawaii International Conference on Education.
Neddeau, B.M. (2018). Marrying the pecha kucha with graphic organizers as a summative assessment. Proceedings of the Global Conference on Education and Research.
Neddeau, B.M. (2017). The selfie project: Using photographs to improve writing with diverse learners.