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Rebecca Colina Neri is an educational consultant and Assistant Professor of the Learning Sciences at Indiana University, Bloomington. Her work focuses on the intersections of race, culture, trauma, and learning across K-16 learning contexts. Rebecca utilizes an equity-centered, data-driven, and practice-oriented approach to building research-practice partnerships with schools focused on improving students’ educational, career, and life trajectories. Her approach to both research and educational consulting is founded on the belief that the pursuit of robust justice in education requires both centering the voices and experiences of minoritized students and examining, to redress, the practical realities and context-specific demands of the complex systems students navigate. As such, Rebecca’s approach integrates conceptual and pragmatic tools from asset-based frameworks (e.g., Culturally Sustaining Pedagogy, Funds of Knowledge) with the study of how complex systems, like schools, produce “wicked” problems of practice and influence the implementation of practice-based interventions (e.g., Improvement Science). In her consulting work, Rebecca also combines her training and expertise in improvement science, critical race theory, and culturally sustaining pedagogies with her practitioner experience as a mathematics teacher and instructional coach. As a mathematics teacher and instructional coach for 12+ years across K-16 contexts, Rebecca developed a deep understanding of how content, pedagogical, and racial/cultural know-how interact with systemic factors (e.g., institutional barriers, conflicting responsibilities, lack of quality support and resources, etc.) in ways that can either empower or hinder student learning and wellbeing. Rebecca’s lived experiences supporting family members and students in the navigation of multiple systems related to schooling, foster care, mental health, incarceration, and healthcare have also greatly inspired her work. She has learned that addressing complex problems of schooling (i.e. trauma, gaps in learning, teacher-student relationships, school culture, family partnerships, etc.) requires finding, or designing, opportunities to learn and collaborate across communities, sectors, disciplines, and systems.