Jeremy Garcia, is a faculty member in the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona. He is a member of the Hopi/Tewa Tribes of Arizona. He was an Assistant Professor in the School of Education’s Department of Curriculum and Instruction at the University of Wisconsin-Milwaukee (UWM). He was also an Endowed Professor of the Electa Quinney Institute for American Indian Education at UWM. His research focuses on culturally responsive curriculum, pedagogy, teacher education, and family and community engagement among Indigenous education. Grounded in critical indigenous research methodologies, his previous research analyzed curriculum and pedagogy in Indigenous education through an interactive process with Hopi and Tewa educators. His recent research examined how Indigenous parents and educators contextualize the process and experience of engaging with opportunities to collaborate with educators in a schooling context located in an urban setting in the Midwest. He continues to support tribal communities, educators and programs on curriculum development that is grounded in Indigenous knowledge systems, such as the Hopi Kuuyi (Water) Curriculum and the Hopi Natwani (traditional farming) curriculum in Arizona. He has experience as an elementary school teacher and parent involvement coordinator on the Salt River Pima-Maricopa Indian Reservation, in Arizona. He is a member of the editorial board for the Mellon Tribal College Research Journal and a board member of the Hopi Education Endowment Fund. He received his undergraduate degree in Elementary Education from Northern Arizona University, his M.A. in Curriculum and Instruction from Michigan State University and his Ph.D. in Curriculum Studies from Purdue University. While at Purdue University, he held a vital role in the development of the first Native American Educational and Cultural Center at Purdue University.