College of Education and Human Development

Department of Organizational Leadership, Policy, and Development


  • Pronouns: she, her, they, them

  • Assistant Professor


Areas of interest

Land-based education
Culture, learning, well-being, and human development
Global teaching collectives
Stories and STEAM Education
Indigenous Southeast Asia
Community-engaged design research


Ph.D. Learning Sciences and Human Development, University of Washington- Seattle
M.Ed. Educational Psychology, University of Washington- Seattle 
B.Sc. Education and Social Policy, Northwestern University


Courses taught

  • Spring 2022: OLPD 8087 - Culture, Learning, and Human Development
  • Fall 2022 & 2023: OLPD 5122 - Indigenous Education (course site)
  • Spring 2023: OLPD 8103 - Comparative Education


From mangrove forests to highland mountains, I grew up navigating languages, and knowledge systems across Hokchiu/MinQiang in Singapore and Lahu communities in northern Thailand. These experiences center my life’s work on an enduring concern: how can schools contribute to the collective livelihoods and future wellbeing of Indigenous young people, their families, and the lands and waters where they live? I interweave comparative education, learning sciences and the study of micro-moments of interaction and trans-Indigenous scholarship in my pursuit of this question. My academic and life’s work are deeply informed by my relational commitments to the people and places who have watched me grow up.  

As a Hokchiu/Hokkien land-based scholar, learning scientist, and former middle school mathematics teacher, I work at the intersection of (1) learning sciences and comparative Indigenous education, (2) global, land and family-based teacher education, (3) trans-Indigenous and community-based methodologies, and (4) Indigenous mathematics, storytelling and technologies. For the past 10 years, I have engaged in grassroots educational movements and community-based and participatory designs with young people, families, and schools through classroom teaching, leading an education non-profit in Southeast Asia, and research and policy with community schools throughout México. 

My interrelated program of research, teaching, and service advances the following key areas:

Land and family-based storytelling with educators and community members. This work is intentionally placed at the edges of land, school, families, and communities with a land and family-based teacher education program in Thailand, walking and storying documented Dakota stories along Wakpa Thanka (, and family storytelling with robotics and virtual reality.

Community-based design and evaluation of schools. This has involved bringing families, community leaders, educators, and policy makers to envision participatory evaluation as part of shifting power paradigms of traditional evaluation practices. Further, I study the complex strategies, pedagogies, systems of relationships, and learning theories of families as the intellectual and relational grounds to re-design public schools for Indigenous futures and the futures of other nondominant children. I currently serve as the Resurgence Research Coordinator for the Resurgence Practitioner Network

Trans-Indigenous educational collectives and how they work with each other across place. A key area of work has been with the global Redes de Tutoría collective and how teachers build relationships across México and Thailand. Through microethnography and interaction analysis, I pay attention to the global dimensions of learning, Indigeneity, power and politics, ethics and mobilities across place. I am especially interested in how teachers understand their role across time/space and the ways they re-imagine the purposes and ethics of schooling to design learning collectives that are more restorative and generative for humans and the rest of the living world.

I welcome students interested in:

  • Indigenous education movements
  • Nature-culture relations
  • Land and family-based teacher development
  • Mathematics, technologies and storytelling
  • Trans-Indigenous methodologies

For more information see

Selected professional and community affiliations


Meixi. (2022). Towards gentle futures: Co-developing axiological commitments and alliances among humans and the greater living world at school. Mind, Culture, and Activity, 1–20.

 Meixi, Kongkaew, S., Theechumpa, P., Pinwanna, A., & Ling, A. (2022). Making Relatives: The Poetics and Politics of a Trans-Indigenous Teacher Collective. Comparative Education Review, 66(3), 442–464.

 Elliott-Groves, E. & Meixi. (2022). Why and how communities Learn by Observing and Pitching In: Indigenous axiologies and ethical commitments in LOPI (Cómo y por qué las comunidades Aprenden por medio de Observar y Acomedirse axiologías indígenas y compromisos éticos en el modelo LOPI). Journal for the Study of Education and Development, 45(3), 567–588.

Hermes, M., Meixi., Engman, M., & McKenzie, J. (in press). Everyday stories in a forest: Multimodal meaning-making with Ojibwe Elders, young people, language and place. WINHEC Special Issue on Indigenous Languages.

Meixi., Moreno-Dulcey, F., Alcalá, L., Keyser, U., & Elliott-Groves, E. (2022). When Learning Is Life Giving: Redesigning Schools With Indigenous Systems of RelationalityAERA Open8, 1–16.

Tzou, C., Starks, E., Meixi, Rambayon, A., Marie Ortiz, S., Peterson, S., Gladstone, P., Tail, E., Chang, A., Andrew, E., Nevarez, X., Braun, A., & Bang, M. (2020). Codesigning with Indigenous families and educators: Creating robotics education that contributes to Indigenous resurgenceConnected Science Learning, 2(3). 

Meixi. (2022). Sostener vida, tierra y familia en redes de tutoríaDecisio: Saberes Para La Acción En Educación de Adultos56, 27–38. 

Meixi. (2019). Storywork Across the Landscapes of Home and School: Towards Indigenous Futures in Thailand.

Tzou, C., Meixi., Suárez, E., Bell, P., LaBonte, D., Starks, E. & Bang, M. (2019). Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and ResurgenceCognition & Instruction. 

Leepreecha, P., & Meixi. (2018). Indigenous Educational Movements in Thailand. In E. McKinley & L. T. Smith (Eds.), Handbook of Indigenous Education (pp. 1–30). Springer, Singapore. 

Meixi. (2018). The Program for the Improvement of Academic Achievement in México: Tutorial Relationships as an Imposition of Freedom to Transform the Instructional CoreLeadership and Policy in Schools0(0), 1–18. 

Meixi. (2017). Shifting power at school: youth participation in teacher professional learning settings as educational innovationInternational Journal of Innovation in Education (Special Issue on Re-configuring Learner Experiences: Opportunities and Systemic Challenges)., 4(2–3), 107–125. 


Rocío Minerva Casariego, Talía Vázquez, Meixi, Gilmer Pech Cocom y Rubén Méndez Espinoza. (Septiembre 9, 2021)., Proyectos de desarrollo comunitario hacia el bienestar. Semana conmemorativa del 50 Aniversario del CONAFE., Cuidad de México, México. 

Dockery, Meixi., McCoy, M., Patrick, L., Sabzilian., L, (April 2021). Indigenous Systems of Relationality across Environmental history and Indigenous Futures. American Society for Environmental History. Environmental History Week 2021

Meixi., Elliott-Groves, E., Ramey, B., Shendo, B., Yazzie, B., Casillas, V., Yellowhorse, L., Gorman, K., (November 30, 2020), Gatherings Café: Indigenous perspectives on world building, College of Education at the University of Washington.

Meixi. (November 19, 2020). What young people can teach us about everyday alliances between humans and creatures. Nature and Indigenous Education Development in “An Alliance Between Humans and Creatures”: Indigenous stories of nature, healing, and resilience webinar series. Interdisciplinary center for global change, University of Minnesota