California State University-Dominguez Hills

Professor

Alternative Dispute Resolution
Communication and Conflict
Community Structures of Peacebuilding
Critical Thinking, Concepts, and Tools
Ethics of Peacebuilding
Family Mediation and Divorce
Feminist Contributions to Social Justice (Course Creator)
Graduate Capstone
Graduate Writing Skills and Critical Thinking
Introduction to Peace
Introduction to Negotiation Theory
Key Issues in Peacebuilding
Organizational Conflict
Psychology of Peacebuilding
Public Policy
Queer Theory and Otherness (Course Creator)
Research Methods and Design
Restorative Justice
Social Media and Politics (Course Creator)
Theories of Conflict



Team Member: College of Arts and Humanities Curriculum Development Team - PeaceEarth Foundation

District 55 Little League

District Administrator

Develops and directs processes of governance and training platforms - organizes staff - liaison between local and regional programs - offers high level of conceptual and strategic thinking when establishing budgets, goals, processes, and activities in conjunction with the organization's standards and guidelines - organizes and secures annual fundraising while coordinating annual financial and facility audits - provides monthly training of local officers - coordinates sporting events - generates, implements, and manages safety training programs to ensure organization compliance - conducts background screening, as well a monthly compliance inspections and training - demonstrates excellent oral, written, and interpersonal communication skills and effectively interacts while providing guidance and policy interpretations to LLB staff, as well as ensures adherence to organization standards - Conveys a professional image and represents the organization within the community.

Saddleback Community College

Instructor

American Sign Language I and II

Chapman University, School of Law

Co-Director, Mediation and Restorative Justice Clinics

Tamara worked at Chapman University, School of Law as a Co-Director, Mediation and Restorative Justice Clinics

California State Board of Education

Content Review Expert

Under the auspices of the Instructional Quality Commission, work with Instructional Materials Reviewers and fellow CREs in panels to determine alignment of kindergarten through grade eight (k-8) instructional materials with the evaluation criteria adopted by the State Board of Education, content standards and guidance in the 2016 History-Social Science Framework.

Involvement on this committee is to advise on the adoption of curriculum that aligns with the FAIR Education Act, "Fair, Accurate, Inclusive, and Respectful," which was introduced by Senator Leno in 2010. The FAIR Education Act compels school districts within California to invoke the inclusion of political, economic, and social contributions of persons from minority groups into the K-12 school curriculum. More specifically, the law re-appropiates the designation of "black Americans, American Indians, Mexicans, Asians, and Pacific Island people" into more appropriate categories, "Native American, African Americans, Mexican Americans, Asian Americans, Pacific Islanders, and European Americans." The law also adds "sexual orientation" and "religion" into characteristics that schools are prohibited from sponsoring negative activities about. The FAIR Education Act has historical significance in requiring that the historical contributions of LGBT are accurately and fairly portrayed in the curriculum, and that LGBT individuals are added to the list of those groups who are underrepresented within our California educational system.

SB 48 FAIR Education Act: Boom or Bust

“After Marriage” Conference of the Center for LGBT Studies (CLAGS), New York, NY

Rationale: This presentation contributes to the conversation of LGBT inclusion throughout society. This research considers measures, specifically curriculum inclusion (California's SB 48), that can be mechanized to suspend the currently entrenched heteronormative message of superiority over Otherness. Considering this, it is prudent to evaluate the possibility of how marriage equality works to potentially undermine the curriculum inclusion effort when the heteronormative majority lashes out in defense of its conception of morality and marriage purity.

SB 48 FAIR Education Act: Boom or Bust

“After Marriage” Conference of the Center for LGBT Studies (CLAGS), New York, NY

Rationale: This presentation contributes to the conversation of LGBT inclusion throughout society. This research considers measures, specifically curriculum inclusion (California's SB 48), that can be mechanized to suspend the currently entrenched heteronormative message of superiority over Otherness. Considering this, it is prudent to evaluate the possibility of how marriage equality works to potentially undermine the curriculum inclusion effort when the heteronormative majority lashes out in defense of its conception of morality and marriage purity.

A Day at Disneyland: Colorblindness in a World of Rainbows.

Electronic Journal of Negotiation, Conflict Resolution, and Peacebuilding

SB 48 FAIR Education Act: Boom or Bust

“After Marriage” Conference of the Center for LGBT Studies (CLAGS), New York, NY

Rationale: This presentation contributes to the conversation of LGBT inclusion throughout society. This research considers measures, specifically curriculum inclusion (California's SB 48), that can be mechanized to suspend the currently entrenched heteronormative message of superiority over Otherness. Considering this, it is prudent to evaluate the possibility of how marriage equality works to potentially undermine the curriculum inclusion effort when the heteronormative majority lashes out in defense of its conception of morality and marriage purity.

A Day at Disneyland: Colorblindness in a World of Rainbows.

Electronic Journal of Negotiation, Conflict Resolution, and Peacebuilding

The Power of Religion: Defining (hetero)Normativity

Pending

Abstract The Church of Jesus Christ of Latter-day Saints (LDS Church) formed and headed a coalition to produce wins in two elections, Proposition 22 (2000) and Proposition 8 (2008), which prohibited same-sex marriage in the State of California. This was done to enshrine into public policy an explicit religious dogma, “...the traditional family is the fundamental unit of society” (Lattin, 2000) and “...marriage of a man and woman is ordained by God for the procreation of children” (Lattin, 1997a). This project examines the power and influence that the LDS Church imposed upon members concerning homosexuality and same-sex marriage. I argue that these actions were taken as a means for the Church to exert itself as a moral entrepreneur in advancing heteronormative dogma into public policy. Keywords: religious power, moral authority, same-sex marriage, LDS Church, heteronormativity

SB 48 FAIR Education Act: Boom or Bust

“After Marriage” Conference of the Center for LGBT Studies (CLAGS), New York, NY

Rationale: This presentation contributes to the conversation of LGBT inclusion throughout society. This research considers measures, specifically curriculum inclusion (California's SB 48), that can be mechanized to suspend the currently entrenched heteronormative message of superiority over Otherness. Considering this, it is prudent to evaluate the possibility of how marriage equality works to potentially undermine the curriculum inclusion effort when the heteronormative majority lashes out in defense of its conception of morality and marriage purity.

A Day at Disneyland: Colorblindness in a World of Rainbows.

Electronic Journal of Negotiation, Conflict Resolution, and Peacebuilding

The Power of Religion: Defining (hetero)Normativity

Pending

Abstract The Church of Jesus Christ of Latter-day Saints (LDS Church) formed and headed a coalition to produce wins in two elections, Proposition 22 (2000) and Proposition 8 (2008), which prohibited same-sex marriage in the State of California. This was done to enshrine into public policy an explicit religious dogma, “...the traditional family is the fundamental unit of society” (Lattin, 2000) and “...marriage of a man and woman is ordained by God for the procreation of children” (Lattin, 1997a). This project examines the power and influence that the LDS Church imposed upon members concerning homosexuality and same-sex marriage. I argue that these actions were taken as a means for the Church to exert itself as a moral entrepreneur in advancing heteronormative dogma into public policy. Keywords: religious power, moral authority, same-sex marriage, LDS Church, heteronormativity

“LGBT-Inclusive School Curriculum: Tolerance or Acceptance.”

LGBTQ in Higher Education: Expanding the Circle Conference of the California Institute of Integral Studies, San Francisco, CA.

In 2011, the State of California amended its educational code to require that social sciences curriculum for grades 1 through 12 include “a study of the role and contributions ... of other ethnic and cultural groups” (California Senate Bill 48). SB 48 became known as the “gay history law” due to its inclusion of LGBT individuals (Lin, 2011). The projected outcome would be inclusion of the LGBT minority into the educational curriculum. Opposing parties insist that the heternormative atmosphere within the schools will be disrupted by sexualizing the curriculum. Supporters insist on the inclusion of LGBT Americans and their contributions to society as members of a greater inclusive culture. My interest lies in whether or not the implementation of this law will bring about the expected level of acceptance of LGBT equality that works to transform discriminatory educational structures into culturally dynamic ecosystems that dismantle heteronormative privilege.