Kyle Halle-Erby headshot

Kyle Halle-Erby

Kyle Halle-Erby

Postdoctoral Scholar

Kyle Halle-Erby studies language policy and planning using critical Black and Indigenous frameworks. He received his PhD in Education (Social Research Methodology) at UCLA and is currently a postdoctoral scholar working with Dr. Teresa McCarty. Kyle also works directly with the Los Angeles Unified School District as a coach for principals and classroom teachers, and provides professional development on supporting literacy, integrating language & content, and translanguaging pedagogies for recently arrived immigrant students.

Departments

Titles and Positions

  • Postdoctoral Scholar

Education

  • Ph.D. University of California, Los Angeles, 2024
  • M.A. Stanford University, 2013
  • B.A., Tufts University, 2010

Awards, Honors, and Fellowships

  • National Academy/Spencer Dissertation Fellowship, 2023
  • University of California, Office of the President’s Dissertation Year Fellowship, 2023
  • Haynes Lindley Doctoral Dissertation Fellowship, 2022

Select Publications

  • Ángeles, S.L., Halle-Erby, K. (2025). The consequences of educational labels: Obscuring relations and missing opportunities. Anthropology & Education Quarterly, 56: e70021.

  • Halle-Erby, K. (2024). “Relationships are reality”: Centering relationality to investigate land, Indigeneity, Blackness, and futurity. International Journal of Qualitative Studies in Education. DOI: 10.1080/09518398.2022.2025471

  • Lee, T.S., McCarty, T.L., Halle-Erby, K., Jacobson, T., Seltzer, M., McKenzie, J., Nicholas, S.E. (2023). Indigenous Language Immersion Schools: A Crucial Link to Sustainable and Healthy Indigenous Community Futures. Wicazo Sa Review 38(1), 59-72.

  • Halle-Erby, K., McCarty, T.L. (2025). Critical ethnography for, with, and from within Indigenous communities and communities of Color: Re-engaging R-Words. In J. Green, K. Kumpulainen, M.L. Castanheira, and K. Machtmes (Eds.), Ethnography of, in and for Education: Developing epistemologies of inquiry in changing educational terrains. Edward Elgar.

  • McCarty, T.L., & Halle-Erby, K. (2024). Critical ethnography in education research: More than method. In M. Young & S. Diem (Eds.), The Routledge handbook of critical education research theory and methodology (pp. 260-288). Routledge.

  • McCarty, T.L., & Halle-Erby, K. (2023). Qualitative approaches to language policy and planning: Ethnographic monitoring. In M. Gazzola, M. Grin, L. Cardinal, & K. Heugh (Eds.), The Routledge handbook of language policy and planning (pp. 367-380). Routledge.

  • Halle-Erby, K., & Keenan, H.B. (2022). Unlocking our futures: Considering abolition in educational research. In Z. Nicolazzo & A. Tachine (Eds.), Weaving an otherwise: In-relations methodological practice (pp. 126-140). Stylus.