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Author Archive

From the Lab of Kairi Frame
Posted on March 31, 2021 by

“Transformational Inquiry relies on the unconditional premise that every student is lovable and capable of loving, and as such, every student is inherently brilliant and has a unique and important gift to offer the community.”

Posted on March 31, 2021 by

“Transformational Inquiry relies on the unconditional premise that every student is lovable and capable of loving, and as such, every student is inherently brilliant and has a unique and important gift to offer the community.”

Posted on February 15, 2021 by

Treava Milton is an organizational development professional, teacher and advisor, committed to healthy organizations, explorative education and flourishing family life. Her global commitment is to foundational principles for building healthy systems. 

Treava’s background in administration, education and change management-related roles spans 20 years. Early roles in non-profit operations subsequently earned her a Community Service Citation from the City of New York.  In latter directorial faculty roles, Treava co-coordinated robust diversity, equity and inclusion initiatives at St. Andrew’s School, co-authoring Introduction to Community Life (designed to introduce new students to diverse communities); co-created and administered Navigating the Demands of Independent School Culture for A Better Chance (a pre-entry workshop designed to prepare young women of color for the Independent School space); collaborated with faculty, students, staff and volunteer colleagues on myriad community service projects.

Treava also taught (English), coached (Volleyball), and advised 9th grade girls. She also consults on foundational infrastructure-related projects with organizations in Birmingham, AL. Her credentials include an honors MS in Organizational Leadership from Nyack College, BA in Political Science from the University of Pennsylvania and certificate of attendance from the Bread Loaf School of English.

Posted on February 9, 2021 by

Meghan started working with iChange in the summer of 2020! She holds a B.A. in Anthropology and is dedicated to advancing discussions and understanding involving racial inquiry, class and gender.

Posted on August 4, 2020 by

Elana Himmelfarb has over 20 years experience demystifying and promoting neurodiversity in educational settings, workplaces, and communities through teacher education, program design and development, and advocacy. She is a psychotherapist, educator, learning specialist, Floortime practitioner, and autism spectrum consultant. Elana’s innovative approach empowers teachers, administrators, community leaders, and businesses to embrace a variety of individual learning styles, abilities, and differences. In addition to her private practice, Elana consults with Georgia Technology Institute’s Post-Secondary Inclusion College Program; 3L Place, a young adult residential program; and Florida State University Medical School/Florida State Center for Autism and Related Disorders. Elana credits creativity, humor, mindfulness, and compassion as her muses for her work in promoting neurodiversity.

For more information see elanahimmelfarb.com

Posted on August 4, 2020 by

Pronouns: they/them or she/hers. Also published under the name, “Lee Bloch.”

Leigh is trained as both an ethnographer and archaeologist, specializing in community-based participatory research methods (CBPR). CBPR develops collaborative partnerships between community and university actors that empower Indigenous, black, and brown peoples’ perspectives and center their leadership and expertise. Leigh consults for the Diversity, Equity, and Inclusion concerns to build social justice curricula and trainings programs for schools, government agencies, nonprofit organizations, and corporations. Leigh’s academic background spans the fields of cultural anthropology, archaeology, museum studies, Native American and Indigenous Studies, and the environmental humanities. The main focus of their research integrates these approaches to investigate ancestral Native American landscapes from the perspective of living descendants’ ways of knowing and being in place.

Since 2010, Leigh has worked in partnership with members of a Native American community in the US South who claim Muskogee (Creek) identity to study earthwork “mound” landscapes built since circa 3500 BCE . This project envisions a new kind of archaeological theory and practice that emerges from community members’ oral traditions, environmental knowledge systems, and visceral experiences of ancestral places as an alternative to Eurocentric intellectual genealogiesLeigh call this “sweetgum archaeology:” A practice of caring for landscapes wounded by colonial violence and cultivating specifically Indigenous futures with ancestors. You can learn more about Leigh’s research here

As an educator, Leigh built the first curricular programing in Native American and Indigenous Studies (NAIS) at Brandeis University. Their students have gone on to assume leadership roles organizing their peers to expand NAIS at Brandeis – and won multiple awards for their work in this area. They have developed insightful and creative projects on contemporary issues and local Indigenous landscapes that take the form of traditional essays, blog posts, paintings, zines, documentary films, and museum exhibitions in which students experiment with how different media can be used to reach diverse audiences. You can find students’ describing the transformative impacts of Leigh’s teaching in their own words here and examples of their creative projects here

Posted on August 1, 2020 by

José Cordero has twenty years experience teaching early elementary school.  He develops diversity enrichment curriculum for younger elementary students, primarily five and six-year-olds.  His curriculum units include: talking about race and gender using picture books, teaching slavery through stories of resistance; a inclusive social curricula based on Vivian Paley’s “You Can’t Say You Can’t Play;” and Puerto Rican history and cooking.  He is the author of a series of story books designed to build empathy in his students. José is also a gifted musician and incorporates music from around the world into his classroom.  He has a published CD of sing-a-long songs for children that features songs of the Civil Rights Movement. Outside the classroom José is a Floortime play therapy and Tomatis practitioner who works with individuals on the autism spectrum to increase capacity for interaction. He is a teaching consultant with Emory University’s Social Emotional and Ethical (SEE) Learning curriculum, a faculty group facilitator trained in the Critical Friends Group method of professional learning and community development, and has facilitated affinity groups for international and mixed racial family adoptees at the People of Color Conference.

Posted on July 7, 2020 by

Eddy Hernández has twenty-five years experience in education. He is the Assistant Dean of Students at the Paideia School in Atlanta, GA, where he teaches courses in LGBTQ history; language, culture and history for Spanish heritage speakers; and Modern Languages, including French; Spanish; and Italian. Eddy also develops and implements student programming, including Race Day and Gender Day. He also advises Paideia’s Gender and Sexuality Alliance student group and is a faculty liaison for the LGBTQ Parent Organization. He presents his workshop “Talking about LGBT issues in Schools” at professional conferences and for faculties and staff in schools. Eddy has facilitated professional development training for educators in race, gender and sexuality issues for the past eight years with iChange. He also facilitates our LGBTQ Educators Resource Group.



Posted on July 7, 2020 by

Dietra Hawkins, Psy.D., is a licensed clinical psychologist. Since 2006, Dietra had worked nationally and internationally with public and private K-12 schools, state and local government organizations, and behavioral health agencies through Both And Partners. She is a published author and frequent speaker for workshops addressing appreciative approaches toward system change, recovery oriented systems of care, asset based community development and inclusion, and the healing of racism. Fifty percent of her clients are K-12 schools and school systems.

Dr. Hawkins holds a faculty appointment as an assistant clinical professor at Yale University, Program for Recovery and Community Health, School of Medicine. Prior to her consultation practice, she served as the Director of Consultation and Training at the Yale Program for Recovery and Community Health (PRCH). She has served as a provider, administrator and evaluator in various settings including hospitals, university housing, and schools. She has worked to develop innovative, culturally responsive and recovery-oriented services and programs, and provided supervision for BA, MA, and doctoral level students. She has extensive experience with family, child, adult, and community behavior health and has worked closely with parent and consumer advocacy organizations.

Dr. Hawkins uses her qualitative and evaluation background to customize curriculum, webinars, supervision, and learning events. She has worked with the Southeast AIDs training and Education Center, Georgia Department of Behavioral Health and Developmental Disabilities, Maryland Department of Mental Hygiene, and Texas Department of State Health Services, Center for Substance Abuse Treatment (CSAT). Dr. Hawkins developed Beyond the Surface: Making Cultural Competence Real, Organizational Cultural Competence Two Day Training

Curriculum for Asian Pacific Islander American Health Forum; and co-authored an 80-hour Certification course curriculum for PROCEED, Inc., National Center for Training Support, & Technical Assistance titled EMBRACING PEOPLE IN COMMUNITIES (EPIC) PROGRAM for Organizational Cultural Competence. Dr. Hawkins has most recently worked with Region 4/5 Environmental Protection Agency (EPA) to facilitate several Cultural Agility workshops, Appreciative Leadership and Community Engagement, and bring an Appreciative Inquiry lens to their Environmental Justices Academy curriculum.

Her primary research addresses racial and ethnic health care disparities; organizational systems change and transformation; HIV prevention/intervention; qualitative and community based participatory research; and the critical dimensions of cultural competency, recovery and community engagement.

Specialties: Appreciative Inquiry, Asset Based Community Development, Sustainable Change, Cultural Competency, Recovery Oriented Systems of Care and Wellness- Recovery Transformation, Healing Dialogues and Community Based Participatory Research.



Posted on July 6, 2020 by

Oman Frame has more than twenty years of experience in teaching and diversity leadership.  He is a gifted motivator and educator who combines real world topics with academic rigor to makes learning personally meaningful.  Oman conducts professional workshops in diversity, equity and inclusion issues at professional conferences and in schools around the nation. He creates curriculum that helps educators and students understand the effects of oppression on underserved communities and inspires commitment to social justice. Oman coordinates diversity, equity and inclusion efforts for the Paideia School in Atlanta, GA, where he also teaches sociology.  He is active in coordinating Race Day, an annual full-day program that gives voice to the unique experiences of students of color in schools, and Gender Day, a day of focus on the struggle for gender equity.  Oman was featured in Ned Hollowell’s Positively ADD: Real Success Stories to Inspire Your Dreams and has been an 11 Alive News Teacher of the week. 

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