- phemans@ucsd.edu
-
Mail Code: 0070
Patricia Benitez Hemans
Lecturer, PAL Program
- Biography
- Education
- Publication
Biography
Patricia Benitez Hemans (she/her) holds a B.A. in English with a minor in Education, an M.Ed., and Single Subject teaching credential from UCLA, as well as a Ph.D. in Education with a graduate specialization in Critical Gender Studies from UCSD. With a passion for critical and emancipatory pedagogies, she spent 10 years teaching high school in Los Angeles, Buenos Aires, Beijing, and her hometown, San Diego prior to her time at UCSD as a former doctoral student and current lecturer. She was most impacted by teaching in alternative settings, which largely served foster, adjudicated, homeless, and refugee populations. This, along with being specially trained to teach yoga and mindfulness to populations who have experienced trauma, cultivated her passion for health and well-being, as well as healing from and dismantling the social structures that cause trauma. Her research focuses on the intersections of critical pedagogies, embodied learning, and decolonization, with a passion for participatory action research and other community-focused research methodologies.
Patricia has nearly 20 years of experience in the field of education. She taught high school English, Social Science, Physical Education, Health, and Yoga and was an ELA Curriculum Designer. She was a Fulbright Distinguished Teacher (2015-2016, New Zealand) and was a 2020-2022 CTERIN Educating Teacher Educators (ETE) Fellow. She was also the co-founder of The Transformative Collective (2020-2022), which provided training and education on transformative justice in schools and workplaces. Currently, Patricia teaches classes for the Partners at Learning (PAL) program, the Teacher Education Program (TEP), as well as for the Public Service Minor.
In her spare time, Patricia enjoys traveling and enjoying kid-friendly activities with her husband and young daughter. She loves staying active, going to the gym and doing yoga, balanced with finding her new favorite food spots around San Diego. and binge-watching reality TV shows. She also loves reading and will always ask you for book recommendations. She has a senior labrador-pitbull mix named Corey, as well as raises about a dozen quail.
Education
Ph.D.
University of California, San Diego (2024)
M.Ed.
University of California, Los Angeles (2007)
B.A.
University of California, Los Angeles (2004)
Publication
Peña, D., Hemans, P. B., & Susholtz, L. (2022). Teaching through a pandemic: Possibilities for student engagement created by university-school-community partnership. PDS Partners: Bridging Research to Practice, 17(2), 85-94.
Hemans, P. B., Lewis, P., & Osoria, R. (2020). The dual invisibility of mother scholars of color. About Campus, 25(2), 24-27. https://doi.org/10.1177/1086482220913702
Hemans, P. B., Gluckman, M., Ferry, L., & Hargis, J. (2019). Reflective teaching: What instructional assistant reflection can inform us about transformation in higher education. Journal of Transformative Learning, 6(1), 22-38.
REPORTS AND WORKING PAPERS
Bintliff, A., Hemans, P. B., & Levine, R. (In prep). Partnering with families in poverty: A non-deficit approach to promoting Youth Development through parent engagement and student leadership at an Akanksha School in Mumbai.
Bintliff, A., Demesa, C., Salas, E., Levine, R., Gluckman, M., & Hemans, P.B. (In review). The Well-being Club: A Curriculum for Positive Well-being.
Bintliff, A., Holtzman, C., Hemans, P. B., & Salas, E. (2020). Faculty and staff responses to youth development at two Akanksha schools. UCSD Department of Education Studies. Unpublished report.
PUBLIC SCHOLARSHIP
Hemans, P. B. (2022, January 21). Preparing and supporting the teacher activist. CTERIN Voices. https://cterinvoices.blogspot.com/2022/01/preparing-and-supporting-teacher.html.
Hemans, P. B. (2019, June 26). Trauma-informed practices: Lessons from New Zealand. Education Week. http://blogs.edweek.org/edweek/global_learning/2019/06/trauma informed_practices_ lessons_from_new_zealand.html
Hemans, P. B., Lewis, P., & Osoria, R. (2020). The dual invisibility of mother scholars of color. About Campus, 25(2), 24-27. https://doi.org/10.1177/1086482220913702
Hemans, P. B., Gluckman, M., Ferry, L., & Hargis, J. (2019). Reflective teaching: What instructional assistant reflection can inform us about transformation in higher education. Journal of Transformative Learning, 6(1), 22-38.
REPORTS AND WORKING PAPERS
Bintliff, A., Hemans, P. B., & Levine, R. (In prep). Partnering with families in poverty: A non-deficit approach to promoting Youth Development through parent engagement and student leadership at an Akanksha School in Mumbai.
Bintliff, A., Demesa, C., Salas, E., Levine, R., Gluckman, M., & Hemans, P.B. (In review). The Well-being Club: A Curriculum for Positive Well-being.
Bintliff, A., Holtzman, C., Hemans, P. B., & Salas, E. (2020). Faculty and staff responses to youth development at two Akanksha schools. UCSD Department of Education Studies. Unpublished report.
PUBLIC SCHOLARSHIP
Hemans, P. B. (2022, January 21). Preparing and supporting the teacher activist. CTERIN Voices. https://cterinvoices.blogspot.com/2022/01/preparing-and-supporting-teacher.html.
Hemans, P. B. (2019, June 26). Trauma-informed practices: Lessons from New Zealand. Education Week. http://blogs.edweek.org/edweek/global_learning/2019/06/trauma informed_practices_ lessons_from_new_zealand.html
