Linda Orie

Linda Orie, M.S., is a Ph.D. candidate, Teaching Assistant, and Field Supervisor for the Department of Curriculum and Instruction at UW-Madison. Born and raised in Green Bay, Wisconsin, Linda is also an enrolled member of the Oneida Nation. Raised by educator parents, Linda is honored to carry on their legacy of highly valuing education, especially the education of Indigenous youth. Linda’s research interests include place-based, culturally responsive and community-created curricula, diverse teacher education and retention, Cultural Historical Activity Theory, Racial Marxism, decolonizing education systems through systemic change, and community engaged research methods, among others.  

Prior to becoming a middle school science teacher, Linda worked as a Title VI Indian Education Tutor and earned bachelor’s degrees from UW-Oshkosh (Education) and Stanford University (Psychology). Throughout her career as a middle school science teacher on the Menominee Reservation and graduate student/project assistant/TA, Linda has sought to learn more about how to decrease racial disparities in educational outcomes among Indigenous youth. Recruited from the field by the federally-funded POSOH Project to become a curriculum developer and master’s student at UW, Linda helped write Netaenawemakanak and Picekaen Pemeh: Learning Science Through Story, two middle/high school units co-developed with UW-Madison scientists and Indigenous teachers, students, parents, Elders, and culture keepers. Working with UW-Madison’s Anthropology Department, Linda wrote the Sixth-grade social science unit Uncovering Ancient Life at Aztalan. Most recently, Linda completed five years of leadership and service in the Indigenous Learning Lab project led by Dr. Aydin Bal and the CRPBIS research team. 

Awards & Honors

WCER Graduate Research Fellowship 2021

Wisconsin Indian Education Association Outstanding American Indian Graduate Student of the Year 2016

Bureau of Indian Education Nominee for Teacher of Distinction Award 2012

Publications

Mawene, D., Bal, A., Ko, D., Orie, L., Schrader, E., & Yoo, J. (2025). Decolonizing Agency: A Framework for an Inclusive Co-Design of Behavioral Support Systems in Indigenous Land. Exceptional Children, 0(0). https://doi-org.ezproxy.library.wisc.edu/10.1177/00144029251350059 

Mawene, D., Bal, A., Ko, D., Orie, L., Schrader, E., & Yoo, J. (2025). Towards Decolonizing Agency in Addressing Racialization of Behaviors in Settler Colonial Schools. In Rajala, A., Cortez, A., Hofmann, R., Jornet, A., Lotz-Sisitka, H., & Markauskaite, L. (Eds.). (2025). Proceedings of the 19th International Conference of the Learning Sciences-ICLS 2025. Helsinki, Finland: International Society of the Learning Sciences, 799-807. 

Bal, A., Bird Bear, A., Ko, D., Orie, L., Mayer-Jochimsen, M., Mawene, D., & Yoo, J. (2024). Indigenous learning lab for inclusive systemic design and expansive learning. In Lindgren, R., Asino, T.I., Kyza, E. A., Looi, C.K., Keifert, D. T., & Suarez, E. (Eds.) (2024). Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024. Buffalo, USA: International Society of the Learning Sciences, 2333-2334. 

Mawene, D., Bal, A., Bird Bear, A., Ko, D., Orie, L., & Mayer-Jochimsen, M. (2024). Creating Thirdspace: Indigenous Learning Lab to Transform a School Discipline System. American Educational Research Journal, 61(4), 842-878. https://doi-org.ezproxy.library.wisc.edu/10.3102/00028312241260322  

Ko, D., Bal, A., Mawene, D., Orie, L., Yoo, J., & Schrader, E. (2024). Dismantling the Settler-Colonial Punitive School System: Speculative Future-Making with a Rural High School Community Amid Uncertainty and Political Backlash. Teachers College Record, 126(10), 88-122. https://doi-org.ezproxy.library.wisc.edu/10.1177/01614681241308103  

Bal, A., Bear, A. B., Ko, D., & Orie, L. (2021). Indigenous learning lab: Inclusive knowledge- production and systemic design toward indigenous prolepsis. In W. Cavendish & J. F. Samson (Eds.) Advancing equity in education through intersectionality-based analyses. Teachers College Press.

Caldwell, C., Thunder, C., Lauffer, H.B., Flick, K., Orie, L., Morales, R., Gauthier, J., & Grignon, J. (2018). The POSOH Project: Collaboratively supporting a community-driven perspective on sustainability and commitment to the Menominee Forest’s stewardship. Tribal College and University Research Journal, 2, 49-67.

Conference Presentations

Orie, L. & Mayer-Jochimsen, M. (23 April 2025). Phony teachers just pushing us through: Indigenous students’ insights revealing simulacra in public education. In Roundtable session Settler Colonialism Is Not a Metaphor, Wideline Seraphin, Chair. American Educational Research Association Annual Conference 2025, Denver, Colorado.   

Bal, A., Mawene, D., Ko, D., Orie, L., Yoo, J., & Schrader, E. (26 April 2025). Indigenous Learning Lab to address racialization of dis/ability and discipline. In Symposium session A Collection of Critical Race Counterstories: Disrupting Resegregation in Special Education Using QuantCrit, David J. Connor, Chair. American Educational Research Association Annual Conference 2025, Denver, Colorado.   

Ko, D., Bal, A., Orie, L., Yoo, J., & Schrader, E. (24 April 2025). Disrupting settler-colonial school discipline: Future-forward speculations in the face of uncertainty and sociopolitical challenges. In Paper session: Disrupting School Discipline and Teacher Entitlement with CHAT, Sharon Chang, Chair. American Educational Research Association Annual Conference 2025, Denver, Colorado.   

Bal, A., Bird Bear, A., Ko, D., Orie, L., Mayer-Jochimsen, M., Mawene, D., & Yoo, J. (10-14 June, 2024). Indigenous learning lab for inclusive systemic design and expansive l earning. Short paper & Poster presentations given at The 18th Annual International Conference of the Learning Sciences -ICLS 2024. Buffalo, USA. 

Orie, L., Taylor, S. & Schroeder, S. (October, 2019). Leveraging Archaeology to Develop Place- based Outreach and Curricular Materials. Presentation to the Wisconsin Historical Society Annual Local History and Historic Preservation Conference, Lake Geneva, Wisconsin.

Orie, L. & Gauthier, J. (April, 2016). Picekaen pemeh: Learning Science Through Story. Workshop and Presentation for the Wisconsin Indian Education Association Annual Conference, Madison, Wisconsin.

Teaching

TA for the Dept. of Curriculum & Instruction’s Elementary Teacher Education Program (ETEP) by serving as a 50%-appointed Supervisor of Practicum I Students during Spring Semester 2025. I supervised 11 undergraduate ETEP students during their Practicum I field experiences. During this appointment, I led portions of weekly seminars in whole-group and small-group settings and developed material for the course. I presented my research project and ongoing systemic change work with the class. 

TA for the Dept. Of Curriculum & Instruction for C&I 406: Race, Intersectionality, and Equity in Education, Fall 2024, Dr. Carl Grant, supervisor. I co-lectured with the two other TAs and supported Dr. Grant during weekly lectures and led two discussion sections comprised of approximately 30 students each. I developed original lecture materials, section materials, graded hundreds of papers, and assisted instructional teammates as we navigated sociopolitical conflicts among students that arose during the course.

Committees & Service

External grant reviewer for a Wisconsin DPI Gifted & Talented Grant. Applied a rubric to evaluate grant applications from CESAs, school districts, and educational agencies in May-June, 2025.