Henze, Rosemary C.

Authors

San Jose State University

Date Updated

12-18-2025

Department

Linguistics and Language Development

Academic Rank

Professor Emeritus

Year Retired from SJSU

2017

Facebook or Website URL

https://www.sjsu.edu/people/rosemary.henze/

Educational Background

Stanford University, Education (Language, Literacy & Culture), Ph.D. 1988

San Francisco State University, English (TESL), M.A. 1980

University of California, Santa Cruz, Art, B.A. 1974

Dissertation Title

Informal teaching and learning in a Greek community

Teaching Experience

San José State University, Linguistics and Language Development Department. 2001-2017 Graduate courses: "Teaching Developmental Reading and Writing: Principles andPractice", "Intercultural Communication and Second Language Acquisition","Practicum in TESOL", "English Structures for Teaching II: Semantics, Pragmatics, and Discourse," and "Becoming a Professional in Linguistics/TESOL." Undergraduate courses: "Culture, Language, and Ethnicity in the U.S.", "Developing Student Leadership for Positive Ethnic Relations", "The Nature of Language," "Grammar for Writers," and “Academic English II.”

San José State University, Sociology Department. 2003 Taught Sociology 185"Wealth, Poverty, and Privilege" as a summer course for students during a project in El Salvador.

CSU Hayward/ARC Associates. Taught “Needs Assessment” course for students in the Leading for Diversity M.A. program in teacher leadership. 2001.

See attached CV for teaching experience prior to 2001

Administrative and Professional Experience

Council on Anthropology and Education President, 2012-2014 see http://www.aaanet.org/sections/cae/

1993-Present. Reviewer for Lawrence Erlbaum Associates and Corwin Press, as well as for the following refereed journals: Teachers College Record, Anthropology and Education Quarterly; American Educational Research Journal; TESOL Quarterly; International Journal of Qualitative Studies in Education; Language and Migration; Journal of Language, Identity, and Education.

2006 -present. External reviewer of candidates for retention or promotion. Colgate University, NY; University of Illinois, Chicago; University of North Texas; University of Hawai’i, Manoa; University of California, Davis, and many others.

2007. Chaired the Spindler Award Committee to select the 2007 recipient of the George and Louise Spindler Award for lifetime achievement in educational anthropology.

1999-2005. Member of the Anthropology Education Committee (a committee of the American Anthropological Association). Charged with developing the AAA's capacity to integrate scholarly knowledge from anthropology in K-12 schools and increasing the visibility and relevance of anthropology in the public eye.

1999-2003. Chair of the Anthropology Education Commission. (same as above, but in its first 4 years, the group was a temporary commission rather than a permanent committee).

1995-98. Board Member, Council on Anthropology and Education and Chair of the Committee on Language, Literacy, and Cognition.

1987. Assistant Editor, The Carrier Pidgin (a newsletter for those interested in pidgin and creole languages), School of Education, Stanford.

Service

Community Service

2025. La Peña Immigrant Rights Committee. Providing information about immigrant rights in the Bay Area.

2020-21. Santa Clara County Department of Public Health. Volunteer Covid-19 Contact Tracer.

2008-15. Puerta San José: Enhancing English Instruction in Rural, Low-Income Communities in Nicaragua. A partnership between SJSU’s Writing Center and the Fabretto Children’s Centers, Nicaragua.

2003. Led a group of undergraduates from SJSU's INVST program on a 3-week summer study trip to El Salvador to learn about grassroots organizing and social change efforts among Salvadorans.

2000-09. Big Brothers and Big Sisters of the East Bay. Volunteer mentor paired with two girls in East Oakland.

1996. Pacific Southwest Regional Technology in Education Project (ARC Associates). Worked with Community Building Teams in Oakland (part of the Enhanced Enterprise Zone) to assess technology needs; conducted basic computer training with three teams.

1996. Ke A'a Makalei (A Planning Project for Hawaiian Language Regenesis), University of Hawai'i. Collaborated in the development of a Hawaiian language program for adults who are not reached by the traditional adult school system.

1995-96. Community Network for Youth Development, Redwood City, CA. Assisted local youth organizations in the development of authentic internal assessment procedures.

1995. Language Policy and Planning Committee, Honolulu, HI. Participated in community meetings to develop a state policy on languages in Hawai'i.

1990-94. ARC Summer Youth Program, Oakland, CA. Participated in planning and implementing a program for local youth each summer, emphasizing computer skills and creative projects such as mural making (1994), photojournalism (1991), and others

Selected Publications

Books

• 2025. How Real is Race? Unraveling race, biology and culture, 3rd Edition (with Carol Mukhopadhyay and Yolanda T. Moses). London and New York: Roman and Littlefield/Bloomsbury.
• 2009. The power of talk: How words change our lives. (with Felecia Briscoe and Gilberto Arriaza). Thousands Oaks, CA: Corwin Press.
• 2002. Leading for diversity: How school leaders can improve interethnic relations (with Katz, Norte, Sather, and Walker). Thousands Oaks, CA: Corwin Press.
• 1992. Informal Teaching and Learning: A Study of Everyday Cognition in a Greek Community. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
• 1981. Basic Medical Practice: Cases and Contexts (a course of study in English for professionals). (with John Dennis). International Communication Agency: Washington, D.C.

Articles in refereed journals

• 2020. The Anthropology of Education. Oxford Research Encyclopedia of Anthropology. Oxford University Press (October 27,2020). https://doi.org/10.1093/acrefore/9780190854584.013.10
• 2014. English for what? Rural Nicaraguan teachers’ local responses to national educational policy (with Fabio Oliveira Coelho) Language Policy Vol. 13 Iss. 2 (2014) p. 145 - 163 ISSN: 1568-4555 https://link.springer.com/article/10.1007/s10993-013-9309-4
• 2006. Language and reforming schools: A case for a critical approach to language in educational leadership (with G. Arriaza). International Journal of Leadership in Education, 9 (2): 157-177. https://www.tandfonline.com/doi/abs/10.1080/13603120600697387?journalCode=tedl20Rosemary C. Henze.
• 2005. Metaphors of diversity, intergroup relations, and equity in the discourse of school leaders. Journal of Language, Identity, and Education, 4(4): 243-267. https://www.tandfonline.com/doi/abs/10.1207/s15327701jlie0404_1
• 2005. Little sisters: An exploration of agency, cultural borderlands, and institutional constraints in the lives of two teenage girls. Social Justice, 32 (3): 41-55. https://scholarworks.sjsu.edu/linguistics_pub/4/
• 2001. Segregated classrooms, integrated intent: How one school responded to the challenge of developing positive interethnic relations. Journal of Education for Students Placed at Risk. Volume 6(1): 133-156. https://www.tandfonline.com/doi/abs/10.1207/S15327671ESPR0601-2_8
• 2001. About the Leading for Diversity Research Project. Journal of Negro Education, Vol. 68(4): 461-464. https://scholarworks.sjsu.edu/linguistics_pub/2/
• 2001. Curricular approaches to developing positive interethnic relations. Journal of Negro Education, Vol. 68 (4): 529-549. https://scholarworks.sjsu.edu/linguistics_pub/3/
• 2000. Rethinking the concept of racial or ethnic conflict in schools (with Anne Katz and Edmundo Norte). Race, Ethnicity, and Education, 3(2): 195-206. https://www.tandfonline.com/doi/abs/10.1080/13613320050074032
• 1998. Dancing with the monster: Teachers discuss racism, power, and privilege. (with Tamara Lucas and Beverly Scott). Urban Review 30( 3): 187-210. https://link.springer.com/article/10.1023/A:1023280117904
• 1998. Applying ethnographic perspectives to issues in cross cultural pragmatics. (with Kathryn Davis). Journal of Pragmatics 30 (4): https://doi.org/10.1016/S0378-2166(98)00010-1
• 1993. Shaping instruction to promote the success of language minority students: An analysis of four high school classes (with Tamara Lucas), Peabody Journal of Education, 69 (1). https://www.tandfonline.com/doi/abs/10.1080/01619569309538751
• 1993. To walk in two worlds – or more? Challenging a common metaphor of Native education (with Lauren Vanett). Anthropology and Education Quarterly, 24 (2).
  https://anthrosource.onlinelibrary.wiley.com/doi/10.1525/aeq.1993.24.2.05x1117y
• 1992. What is the relationship between workplace literacy and content-based instruction? (with Anne Katz). CATESOL Journal 5 (1). https://scholarworks.sjsu.edu/linguistics_pub/1/
• 1990. Promoting the success of Latino LEP students: An exploratory study of six high schools (with T. Lucas and R. Donato). Harvard Educational Review, 60 (3) August.

Special Issues of Journals

• 2001. Guest Editor: Special focus: Leading for diversity. Journal of Negro Education. Vol. 68 (4). Authored one peer reviewed article and an introduction to the special issue, and edited six articles.
• 1999. Guest Co-Editor: Authenticity and Identity: Lessons from Indigenous Language Education. Theme issue of Anthropology and Education Quarterly, Vol. 30 (1). Co-authored one introductory article, edited seven articles.

Invited Journal Articles

• Responding to Marta Baltodano's Address. Anthropology and Education Quartely Vol. 50 Iss. 4 (2019) p. 397 - 400 https://anthrosource.onlinelibrary.wiley.com/doi/10.1111/aeq.12320
• Rosemary C. Henze. "Crossing Over, Back, and Through: Reflections on the Use of Video in Ethnographic Research and in Social Change" Anthropology and Education QuarterlyVol. 47 Iss. 3 (2016) p. 223 - 234 ISSN: 0161-7761 (based on my Presidential Address to the Council on Anthropology and Education, Dec. 2014) https://anthrosource.onlinelibrary.wiley.com/doi/10.1111/aeq.12162

Chapters in edited Books

• Rosemary Henze and Fabio Oliveira Coelho. "English learning without English teachers? The rights and access of rural secondary students in Nicaragua" Bristol Language Policies and (Dis)Citizenship: Rights, Access, Pedagogies (2013) p. 231 - 252

• Gilberto Arriaza and Rosemary Henze. "New Times, New Challenges, and What Transformative Educational Leaders Do" Urban education: A Model for Leadership and Policy(2012)
  
• Rosemary C. Henze. "Naming the racial hierarchies that arise during school reform" New YorkEveryday Antiracism: Getting real about race in school (2008)
• Rosemary C. Henze. "Veronica’s story: Reflections on the limitations of "support systems"" Mahwah, NJLearning, Teaching, and Community (2005)
• Rosemary C. Henze, E. Norte, S. Sather, E. Walker, et al.. Leading for diversity: How school leaders promote positive interethnic relations. Thousand Oaks, CA(2002)
• Rosemary C. Henze. Leading for diversity: How school leaders can improve interethnic relations. CREDE Educational Practice Report #7. Washington, DC(2001)
• Rosemary C. Henze, Anne M Katz, Edmundo Norte, Susan Sather, et al.. "Leading for Diversity Final Cross-Case Report" (1999) https://scholarworks.sjsu.edu/faculty_rsca/5131/
• Rosemary C. Henze. "“Are we doing multicultural education yet?” Review article of Timothy’s Reagan’s Non-Western Educational Traditions" American Journal of Psychology Vol. 111 Iss. 3 (1998) https://scholarworks.sjsu.edu/linguistics_pub/6/
• Rosemary C. Henze. "Literacy in rural Greece: From family to individual" Cross Cultural Literacy (1992)

Video documentaries

• 2003/2016. Leading for Diversity: Video. (directed by R. Henze, produced and edited by Bob Gainer) (2016) https://www.youtube.com/watch?v=8tQvt3BhLLs
• 2015. Just a Piece of Cloth. Video documentary about Muslim women in the Bay Area, directed by Rosemary Henze. Fiscal sponsorship by the San Francisco Film Society. https://www.justapieceofcloth.com
• https://www.youtube.com/watch?v=VMU6u0VP6Go

See attached CV for additional publications, including Reviews, Non-refereed articles, Monographs, and Technical reports and selected presentations at professional conferences.

Personal Commentary

Teaching and research interests include educational equity, second language education, race relations, school leadership, and critical discourse analysis. She has conducted fieldwork in the U.S. and Greece and speaks English, Greek, French, and some Spanish.

Files