Mischa Jackson, M.A.T., M.Ed.

Prior experience in the lower 48 included college athletics administration and academic advising. In Alaska, I worked in the Johnson O'Malley program where my primary focus was Alaska Native student success. This work inspired me to get my secondary teaching degree and I served as a high school social studies teacher, ELL (English Language Learners) teacher, and interventionist. My primary research interests and focus are in culturally responsive/sustaining pedagogy and equity, while I'm a consummate learner of student engagement and technology integration.

Becoming a teacher was a natural progression for me. I always loved working with kids and I loved my role as a Tlingit Auntie. Over time I gained skill sets and passions that made working with kids in education a natural career choice... and really fun! Now I get to share my passion with others on their own journey.

I have a big extended family and many of them worked or volunteered in educational settings (they would have made phenomenal elementary or secondary teachers!) - I just ended up being the first 'official' one in my family. It was a long journey for me. My first career was in college athletics as a coach/administrator, but I ended up loving the academic advising elements of my job. While interning at Haskell Indian Nations University, an opportunity came up for me to move to Juneau and help develop summer basketball camps that integrated the Tlingit language. I spent many summers working at youth camps, while my job during the school year was working with the tribe's Johnson O'Malley program as a counselor/tutor at Juneau-Douglas High School. After seven years, I wanted to move to the front of the classroom, so I completed the Secondary MAT program at UAS and started teaching social studies classes at the high school.

When I finished my year as a student teacher, I got a thank you card from a student that said, "Thank you for teaching about Native people." It has had a lasting impact on me as a teacher and as a consummate learner of Alaska studies and Indigenous knowledge systems. It pushes me to always do more - in my teaching and my research. But, most importantly, it holds me accountable to use my current role as a vocal advocate for culturally responsive pedagogy and curriculum

UAS is very reflective of 'Southeast!' It's just the right size to have an impact and be responsive to the students and communities we serve.