Dan Heiman is an Assistant Professor of Bilingual/Biliteracy Education, a former elementary bilingual teacher in the borderlands, and teacher educator at the University of Veracruz. He uses critical ethnographic methods to examine how key stakeholders in DLBE engage in praxis with/in and alongside their comunidades and bilingually prepares future bilingual teachers for these same contexts. He is a co-editor of Critical Consciousness in Dual Language Bilingual Education: Case Studies on Policy and Practice (Routledge), which offers vivid snapshots of praxis in DLBE sites across the US. His work has appeared in Anthropology & Education Quarterly, The Journal of Language, Identity, and Education, Language Policy, The Reading Teacher, and La Revista Bilingüe.

• Ph D in Curriculum & Instruction (Bilingual/Bicultural Education), University of Texas at Austin (2017)
• M.Ed in Instructional Specialist: Bilingual Education, University of Texas at El Paso (2005)
• BS in Business Administration, Slippery Rock University (1996)

• Spaces of resistance, hope, and justice: Centering the foundational goal of critical consciousness at Hillside (2023), Daniel Heiman, Michelle Yanes.
• Critical consciousness in dual language bilingual education: Case studies on policy and practice (2022), Lisa Dorner, Deborah Palmer, Claudia Cervantes-Soon, Daniel B. Heiman, Emily Crawford.
• "But this program is not for them!": Challenging the gentrification of dual language bilingual education through critical ethnography (2022), Daniel B. Heiman, Michelle Yanes.
• "Well good para quien?": Disrupting DLBE gentrification and reclaiming space through a critical translanguaging pedagogy (2022), Daniel B. Heiman, Claudia Cervantes-Soon, Andrew Hurie.
• Language is identity: Telling the right kinds of stories The Reading Teacher (2022), Steve Przymus, Daniel B. Heiman, Brian Hibbs.
• "Era como si esas casas no encajaban con la comunidad": Caminatas with futurxs maestrxs bilingues in a gentrifying Latinx community Journal of Language, Identity, and Education (2021), Daniel B. Heiman, Eric Bybee, Haydee Rodriguez, Luis Urrieta.
• "Now it's all upper-class parents checking out schools": Gentrification as coloniality in the enactment of two-way bilingual education policies Language Policy (2021), Lisa Dorner, Claudia Cervantes-Soon, Daniel B. Heiman, Deborah Palmer.
• "Research shows that I am here for them": Acompanamiento as language policy activism in times of TWBE gentrification Language Policy (2021), Daniel B. Heiman, Mariela Nunez-Janes.
• "So, is gentrification good or bad?": One teacher's implementation of the fourth goal in her TWBE classroom Anthropology and Education (2021), Daniel B. Heiman.
• Critical pedagogy in action Anthropology News (2021), Mariela Nunez-Janes, Daniel B. Heiman.
• Mas alla de la lengua: Embracing the messiness as bilingual teacher educators Journal of Language, Identity, and Education (2021), Blanca Caldas, Daniel B. Heiman.
• One white student's journey through six years of elementary schooling: Uncovering whiteness and privilege in two-way bilingual education (2021), Suzanne Garcia-Mateus, Kim Strong, Deborah Palmer, Daniel B. Heiman.
• Behind my mask/ Detras de mi cubreboca (2020), Martha Samaniego Calderon, Daniel B. Heiman.

• Languaging otherwise: What does decolonizing multilingual educational research look like? (2022), Volume virtual, Daniel B. Heiman.
• Mas alla de la tarea: An interdisciplinary collaboration across two universities and a school district (2022), Volume Virtual, Daniel B. Heiman, Mariela Nunez-Janes.

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