B.A. Oberlin College Third World Studies
B.M. Oberlin Conservatory Bassoon Performance
M.A. University of Wisconsin, Madison Curriculum and Instruction
Ph.D. University of Wisconsin, Madison, Curriculum and Instruction
Curriculum and Instruction
Room 246 PeikH
159 Pillsbury Drive SE
Areas of Interest
Community engagement, cultural studies, curriculum development, diversity and equity, Indigenous language revitalization, social justice
Mary Hermes' research focuses on language revitalization and how it can connect people to the land and the planet. She explores different ways of knowing and being through feminist and indigenous lenses. Specifically, Hermes' research focuses on Ojibwe language learners and immersion teachers in K-12 classrooms. She works with schools and teachers to revitalize language that support a sustainable, Indigenous culture, creating teaching materials based on language documentation through everyday conversations with elders.
What students can expect from me
My teaching approach is influenced by feminist and queer theories. I try to build relationships in the classroom and am very student centered. I try to break boundaries, be inclusive, and build trust. We will think through ideas together and learn collectively.
Their recent interests in indigenous language reclamation and land have led them to using multimodal interactional analysis, on land.
Currently they are rolling out a 5 year research project focused on a learning science situation analysis of "Forest Walks," a NSF funded documentation project NSF (NSF/DEL BCS-1664510) that featured youth and elders walk on ojibwe lands using Ojibwemowin. Wearing point of view cameras, this project was a unique opportunity to study the constellation of communication in this setting. Research coincides with Bang, Marin (2015) et. al. that is making an argument for the implications of a relational epistemology on learning and development.
- Grand Challenge Collaborative Research Scholar Appointment (2018-2019)
- CEHD Community Engagement Award (Spring 2016)
- Multicultural Leadership Award (Spring 2014)
- Institute for Advanced Studies Fellow (Spring 2010)
- President’s Multicultural Research Award (2000–2002)
Associations and Memberships
- Director and founder, Grassroots Indigenous Multimedia
mes, M. & Engman, M. (2017). Resounding the clarion call: Indigenous language learners and documentation. In Wesley Y. Leonard & Haley De Korne (Eds.), Language Documentation and Conservation, 14 (1), 59-87. (with graduate student).
mes, M. (2016). A response to a pedagogy of pain. The Modern Language Journal, 100(2), 573-575.
mes, M. & King K. (2013). Ojibwe language revitalization, multimedia technology and family language learning. Language, Learning, Technology.
mes, M. , Bang, M. & Marin, A (2012). Designing Indigenous language revitalization pedagogy. Harvard Educational Review.
mes, M. (2011). Collaboration despite colonialism: Language revitalization in the United States. Language and Literacy Compass.
ce, J., Gutierrez, R. and Hermes, M. (2010). More like jazz than classical: Reciprocal interactions among educational researchers and respondents. Harvard Educational Review (co-authors, equal distribution of credit)
mes, M. (2007). Moving towards the language: Reflections on language as culture in Native American education. Journal of American Indian Education.