Samantha Jacob

Samantha Jacob is a doctoral student in the Special Education Department and a Qual-LEADS and Ed-GRS Fellow. Her research is informed by her former practice as an elementary school special education teacher in culturally rich and diverse regions of the United States. Samantha’s research explores how common sense notions of ability and intelligence intersect with other social identity markers in general education teacher preparation courses. Her goal is to provide holistic support to preservice and in-service teachers in their pursuit to apply socially just, equitable pedagogy to culturally and linguistically diverse students with and without disabilities. Samantha is also interested in infusing Indigenous epistemologies into teacher preparation programming in order to leverage relational pedagogy and experiential learning into the practice of instruction. Lastly, Samantha is also exploring the ways in which research methodologies can humanize, uplift, and heal both the researcher and participant by breaking free of the imaginary borders that are traditionally placed around methodological practice.

Presentations

National Convention for Teachers of English, November 21-24 2025.

American Education Research Association; April 22-25, 2025.

Publications

Rabinowitz, L., Trondeau, A., Jacob, S. (2024). “Cross-Pollinating Culturally and Disability Sustaining Pedagogies in Literacy: Examples from Elementary Classrooms.” National Council for Teachers of English (NCTE). Boston, MA.

Kilnicci, E., Jacob, S., Ahn, G. (2025). Early childhood expulsion and suspension: A critical review to inform just education research. American Education Research Association. Denver, CO.

Teaching

TA: RPSE 515: Accessing the General Education Curriculum

Teaching Internship: RPSE 466: Diversity in Special Education

Course Assistant: CURRIC 860: Supervision in Teacher Education

Committees & Service

College of Menominee Nation Teacher Education – Content Expert in Special Education Teacher Preparation Program Development.