Malloy, Kerri J.

Picture of Kerri J. Malloy

Assistant Professor of Global Humanities

Special Advisor on Native American and Indigenous Studies to the office of the Provost




Preferred: 408-924-4461

Office Hours

My office hours are on Tuesday and Thursday from 1:30 PM - 2:30 PM. Also by appointment.




  • Doctorate of Philosophy (Ph.D.), Holocaust and Genocide Studies, Gratz College, Melrose Park, Pennsylvania, 2021
  • Master of Jurisprudence (MJ), Indian Law, University of Tulsa, College of Law, Tulsa, Oklahoma, 2016
  • Bachelor of Arts (BA), Native American Studies, Humboldt State University, Arcata, California, 2014
  • Bachelor of Arts (BA), Economics, Humboldt State University, Arcata, California, 2014


Kerri J. Malloy (enrolled Yurok and of Karuk descent) is an interdisciplinary scholar of Indigenous and genocide studies whose research explores the potential obstacles and application of transitional justice in societies that have experienced genocide or mass atrocity events. When the structures that facilitated those acts have not transformed. From the perspective of critical Indigenous studies, the extent to which transitional justice is possible without the regime change of the settler-colonial systemic educational and governmental structures is in question. This poses a dilemma. Although regime change may have positive implications for transitional justice, it also poses negative consequences in the strategic calculus for genocide. Particularly for states anxious to secure their sovereignty from possible threats from within, either real or imagined. 

The broader significance of his work is the application and identification practices for healing deeply divided societies by integrating disparate fields of research. Researching and writing about the healing of deeply divided societies are not enough to prevent atrocities from happening. The theories developed through these scholarly pursuits must have practical application to prevent and assist in reconstruction after a genocidal or mass atrocity event. He interweaves his research with teaching to further the movement in the field by demonstrating to students that all disciplines and career paths can affect positive change. 

In his teaching, he encourages the expression of divergent viewpoints in classroom discussion employing intuitive and empathetic facilitation to provide all voices a place to be heard. Engaging with fraught issues contextualized by the multifaceted experiences of diverse groups and individuals demonstrates how past events impact the world today. The classroom environment should enhance students' abilities to answer probative questions and express their thoughts and feelings. Vigorous debate and reflection are essential to developing critical thinking, clear communication, and the formation of logical arguments and skill sets that will serve students far beyond their time in the classroom.  

He has published or has in the pipeline several pieces, including "Conceptualizing Global Indigenous Rights" in Global Encyclopedia of Territorial Rights (Springer 2020), an entry on "Indigenous Spaces" forthcoming in the Routledge Handbook of Memory Activism, a piece forthcoming in a peer-reviewed book on Global and Interdisciplinary Perspectives on Genocide and Mass Violence, and a co-authored manuscript titled, The Politics of Defining Genocide: International Relations, Denialism, and Prevention, which is under contract with Praeger (2022).