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Our Team

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Freda Lin




San Francisco, CA

Freda Lin is YURI Education Project's co-director. Freda has nearly two decades of education experience as a teacher, curriculum and workshop developer, and education program director. Her work on centering marginalized stories began as an undergraduate of Northwestern University, where she led a campus-wide, community-supported movement for an Asian American Studies program. 

Later, Freda initiated new diversity programs and activities as a history and leadership teacher in Chicago and San Francisco Bay area middle and high schools. After leaving the teaching field, she consulted on social movement history tours with Freedom Lifted, curriculum and grants research with the Center for Asian American Media, and teacher coaching with UC Berkeley History-Social Science Project. As the Education Program Director of the nonprofit organization, the Fred T. Korematsu Institute, Freda designed and implemented new projects and programming. Freda currently serves on the National Council for History Education Board of Directors. She wrote Why Teach Asian American History for the PBS Teachers Lounge blog.

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Cathlin Goulding, Ed.D.




Queens, New York

Photo by Nicole Craine

Cathlin Goulding, Ed.D., co-directs the YURI Education Project. She is a graduate of the Multicultural Urban Secondary English (MUSE) program at the University of California, Berkeley, and has a doctorate in Curriculum & Teaching from Teachers College, Columbia University.

She started in the education field as an English and poetry teacher at a public high school in the East San Francisco Bay Area. She later trained as an education researcher at Teachers College, joining research teams dedicated to inclusive education, diversity work, and history education in post-conflict settings.


In her research, she studies public memory, place-based learning, and teaching historical violence. As the daughter and granddaughter of Japanese Americans incarcerated during World War II, the history and reverberations of the concentration camp continue to be central areas of inquiry. Her work has been supported by the Andrew W. Mellon Foundation, Library of Congress, and Columbia University's Earth Institute. She served as a postdoctoral research fellow at the 9/11 Memorial & Museum and a visiting scholar at New York University. She has published research in multiple peer-reviewed journals, including the Journal of Curriculum and Pedagogy and Journal of Public Pedagogies. In addition to YURI, she has developed curriculum and workshops for the Minor Collective, iPondr@Work, and David's Legacy Foundation. 


Currently, she teaches future public school teachers and instructional leaders at the City University of New York, San José State University, and Teachers College, Columbia University.

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