Empowering women water protectors in Latin America – EDUC

Dr. Claudia Diaz-Diaz is an Assistant Professor in the Department of Educational Psychology & Leadership Studies at UVic. She is a settler of Latin-American background, born and raised in the territories of the Muapuche people, also known as the Wallmapu, on lands that are colonially known as Chile.

As a researcher, she draws on intersectional feminist approaches and Indigenous theories to present the persistence of colonial and extractive relationships as problematic in educational settings. Most recently, in addition to teaching Leadership Studies at UVic, Claudia has been working on a SSHRC-funded research project with women water protectors in Latin America who are facing large-scale resource exploitation in their home communities. She is committed to working with communities to support leaders by moving away from managerial to more relational and collective approaches to leadership.

As an undergraduate student in Chile, Claudia studied community psychology—something she says isn’t widely recognized in Canada. Essentially, the practice is about bringing psychological tools and perspectives into community work. Her practical involvement began when a group of women in her hometown invited her to join their small organization. The group included women from Argentina and Colombia who had secured funding to support women in their community in leading initiatives for children and youth. As the work started, it quickly began to evolve as the women began discussing broader community needs, especially around education. They started to envision a better future for their neighborhoods and families. The initiative grew from there, supported by international funding.

“I was in my early twenties, studying psychology and learning about the role of education in community organizing. One of the women who invited me to join the group was a teacher at my school. I was drawn to the idea of community transformation that was happening on the ground. It was an opportunity for me to apply what I was learning about social equality and transformation, and to learn from these women who were living out the ideas I was studying. The knowledge I gained from them continues to inform my work today, particularly in understanding leadership beyond the traditional, often male-dominated, perspectives.”

Bridging theory and practice

Claudia’s experience as an adult educator deeply influenced her academic trajectory. After nearly ten years of practice, she decided to pursue a master’s degree in Canada. This return to academia allowed her to make sense of her practical experiences and relationships, and to see their importance through a new lens. She says her academic work is very much grounded in practice, and that she’s passionate about bringing these worlds together. “Often, practitioners feel that academic theory doesn’t help them in their work, while academics feel their ideas aren’t applied in practice. My goal has always been to bridge that gap, making theory accessible and relevant to different contexts.”

“In formal education, practice involves curriculum development and pedagogy—what we teach and how we teach it. These questions are deeply philosophical and rooted in history, and they are constantly evolving. For me, practice is about bringing in the reflections, histories and imaginations of the people who are directly affected by educational projects. It’s a thoughtful and collective process that responds to our shared desires and imaginations for the future.”

She says it’s important to recognize that education also happens outside of traditional school settings. “In order to address the challenges of our times, we need to look beyond traditional educational institutions and engage with alternative perspectives. It’s about imagining futures that repair past harms and create more just and equitable ways of living.”

For example, her current project involves amplifying the voices of women water protectors in Chile. These women are engaged in critical work, often under challenging conditions, and Claudia’s role is to support them by bringing their ideas and perspectives into broader conversations. This involves providing resources and emotional support and helping them articulate their views in ways that can influence public discourse and policy. “These women are deeply involved in climate justice work, and I collaborate with them to explore how their knowledge and practices can inform policy and educational spaces.”

“I would like to emphasize the importance of practicing leadership in ways that are relational and respectful of community needs. Much of my work focuses on communities, but it also extends to those who support these communities. I hope to contribute to examples of leadership that are less top-down and more collaborative and respectful, which I believe is crucial for creating meaningful change.”

Enroll in Claudia’s courses at UVic

In the courses she teaches at UVic, Claudia works to facilitate discussions that help students reconcile the past and present, leading to changes that redress past mistakes and create a more just future. She offers students opportunities to develop a sensibility and in-depth understanding of social justice issues by addressing race, class, gender, ability, sexuality and politics as part of their education. Her teaching philosophy focuses on dialogue, deliberation and respectful disagreement.

Register for one of Claudia’s courses at UVic:

“Through my courses, I strive to create learning environments in which students acquire knowledge and skills to become compassionate, responsible and committed future professionals, practitioners and scholars. If you enrol in my courses, you can expect to read and learn from the intellectual work of Black feminist, Indigenous and women of colour scholars and be part of a learning community where we support each other while we challenge our assumptions.”