Darold H. Joseph

Darold H. Joseph, Ph.D., is a member of the Paa-Is-wung-wa (Water Coyote Clan) and was raised on Hopi homelands in the Village of Lower Moenkopi. He is a dedicated family man, serving as a son, brother, uncle, husband, father, and grandfather. His father's family belongs to the Nuva-wung-wa (Snow Clan) from the Village of Shungopavi.

With over 20 years of experience in PreK-12 educational settings, Dr. Joseph has been a steadfast advocate for students with exceptional needs. His extensive background as an educator and administrator laid the foundation for his Ph.D. in special education, driven by a commitment to addressing systemic barriers and inequities faced by Indigenous communities, both with and without disabilities.

Currently, Dr. Joseph is an Assistant Professor of Special Education and the Director of the Institute for Native-serving Educators at Northern Arizona University. His research focuses on the intersections of health and education, leveraging Indigenous knowledge to foster culturally healthy communities. He leads the American Cancer Society-funded project aimed at improving breast and cervical cancer screening among Native American women with intellectual and developmental disabilities. Additionally, Dr. Joseph contributes his expertise to various research projects, developing practices and strategies that support culturally sustaining and responsive pedagogies.

Webinar Information

Title: Empowering Indigenous Youth for Educational Equity and Nation Building

Date: March 21, 2025

Time: 1:00 pm

Abstract: Dr. Darold Joseph shares his work on culturally responsive education for indigenous students, emphasizing the importance of understanding their backgrounds and integrating their knowledge into the curriculum. He introduces the concept of "big H home" and "little h home" to explain the cultural contexts students navigate between their communities and academic settings. The CRAISE tool, a framework designed for educators to assess and improve their cultural responsiveness, will be reviewed. Dr. Joseph emphasizes the importance of creating inclusive educational environments that recognize and appreciate the diverse experiences of all students, especially indigenous students, to support their academic success and contribute to nation-building.

Resources

Castagno, A. E., Dass, P. M., Joseph, D. H., Keene, C., & Macias, C. (2023). Strengthening STEM Teaching in Rural, Indigenous-Serving Schools through Long-Term, Culturally Responsive Professional Development. Education Sciences, 13(8), 825-. https://doi.org/10.3390/educsci13080825
Castagno, A. E., Chischilly, M., & Joseph, D. H. (2022). Strengthening Teaching in “Rural,” Indigenous-Serving Schools: Lessons from the Diné Institute for Navajo Nation Educators. Journal of Research in Rural Education, 38(4), 1–15. https://doi.org/10.26209/jrre3804
Joseph, D. H., Keene, C. N., Castagno, A. E., Dass, P. M., & Macias, C. (2024). Methodological Complexity: A Both/And Approach to Address Tool Validity and Reliability for Assessment of Cultural Responsiveness in Indigenous Serving Schools. AERA Open, 10. https://doi.org/10.1177/23328584241232958
Williamson, H. J., Brennan, A. C., Tress, S. F., Joseph, D. H., & Baldwin, J. A. (2020). Exploring health and wellness among Native American adults with intellectual and/or developmental disabilities and their family caregivers. Journal of Applied Research in Intellectual Disabilities, 33(3), 327–333. https://doi.org/10.1111/jar.12664

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