College of Education and Human Development

Department of Curriculum and Instruction

Ramon Vasquez

  • Assistant Professor

  • Curriculum and Instruction
    125 Peik Hall
    159 Pillsbury Drive SE
    Minneapolis, MN 55455

Ramon Vasquez

Areas of interest

Teacher Education, Sociology of Knowledge, Relational Pedagogies, World-Centered Education, Critical Theories, Memory Work, Post-Qualitative Research, and Curriculum Theory.


PhD, University of Wisconsin-Madison
EdM, Harvard University
BA, University of Southern California


Dr. Vasquez is an Assistant Professor of Critical Elementary Education. Before working in higher education, he served as an elementary school teacher in California. Currently, he works with a range of teacher candidates, current teachers, and community members across various sites. His publications include analyses of epistemicide and knowledge production in schools and teacher education programs as well as discussions of the ethics of memory work. Dr. Vasquez also explores different critical approaches to education collaborations with an emphasis on engagements with Indigenous, racialized, and other systemically marginalized communities.

As an experienced educator, Dr. Vasquez is committed to creating spaces for critically informed and socially accountable debates and to producing autonomous and transdisciplinary research about alternative futures for schools and society. Dr. Vasquez is also committed to working with faculty, staff, and students to develop a vision for the future that responds to the pressing social challenges of our time while also making space for different perspectives on shared issues of concern.  

In his work, Dr. Vasquez centers on collective well-being and honors accountability to various communities and collaborators, particularly as they relate to issues of decolonization. In his work, he explores possibilities for knowledge production outside institutionally established ways of understanding the world. As such, his projects emphasize collective memory work and alternative research as a means of disrupting school practices that limit engagement with a plurality of epistemologies.