Here you will find members of the CANDE SIG with attached keywords underlining their key research interest. The first members presented are those already highlighted in our recent newsletters.
Dr. Miri Yemini is a Senior Lecturer, Tel Aviv University. Her research interest are focused in the interplay between identity, education and citizenship. Include globalisation of and in education; global citizenship education; internationalisation; conflict society; intermediaries in education; the global middle class and international baccalaureate. Her research usually takes socio-political focus while trying to understand how education can tackle inequality and make the society more just. Her research has been published in leading publications such as: Journal of Education Policy; Comparative Education Review; Teaching & Teacher Education; Globalisation, Societies and Education; Discourse: Studies in the Cultural Politics of Education; Compare: A Journal of Comparative and International Education; Educational Management Administration and Leadership and others.
Yemini, M., & Maxwell, C. (2018). De-coupling or remaining closely coupled to ‘home’: educational strategies around identity-making and advantage of Israeli global middle-class families in London. British Journal of Sociology of Education, 1-15.
Yemini, M., Cegla, A., & Sagie, N. (2018). A comparative case-study of school-LEA-NGO interactions across different socio-economic strata in Israel. Journal of Education Policy, 33(2), 243-261.
Dr. Jason Nunzio Dorio is a Lecturer, Graduate School of Education and Information Studies, University of California, Los Angeles (UCLA). The first thread of his research agenda focuses on the challenges and possibilities of citizenship education in universities and nonformal spaces within North Africa, Southwest Asia and Southern Europe. The second thread, within the United States, explores questions around teacher education programs incorporating pedagogies of global citizenship education, and examines transformative models of GCE as a form of university internationalization at home. Through teaching, research and program development, this agenda attempts to advance understandings of: transformative and decolonial models of citizenship education; responsibilities of universities addressing social/global issues; and the intersections between social struggle, citizenship education, and self/social change.
Dorio, J.N., Abdou, E.D., & Moheyeldine, N. (Eds.) (February 2019). The Struggle for Citizenship Education in Egypt: (Re) Imagining Subjects and Citizens. New York: Routledge.
Dorio, J. N. (2017). Lessons From Los Angeles: Self-Study On Teaching University Global Citizenship Education To Challenge Authoritarian Education, Neoliberal Globalization And Nationalist Populism. Journal of Global Citizenship & Equity Education, 6(1) 1-31.
Dr. Nicole Webster is an associate professor in the Department of Agricultural Economics, Sociology, and Education in the College of Agricultural Sciences. Her scholarly research interest centers around two themes. The first is the development of young persons with an emphasis on empowerment, engagement, and informal work and other social integration strategies. Much of this work focuses on youth populations within an urban context. The second area of interest is in community development especially within the Latin American and Caribbean region. She teaches classes focused on international development, community and economic development and qualitative research methodologies
Webster, N. & *Sausner, E. (2017). A focused analysis of TVET: Unique opportunities and strategies for investing in and engaging youth in Nicaraguan society. Journal of Vocational Education & Training, 69(4), pp. 451-472.
*Sausner, E. & Webster, N. (2017). Moving out or building up: Theoretical links between migration and community resilience in Nicaraguan Afro-Caribbean coastal communities. Journal of Developing Societies, 32(4), pp. 484-507.
Dr, Miranda is a Researcher at Measurement Center MIDE UC, Pontificia Universidad Católica de Chile. Besides, he participates in the Centre for Social Conflict and Cohesion Centre -COES- as Adjunct Research involved in a National Panel Study about conflict and social cohesion. Dr. Miranda participates as a Lecturer in the graduate level in a seminar of Social Psychology and in the Master level in a seminar of Advanced Quantitative Methods. He holds a Ph.D. in Sociology from Sociology Institute and a Master Social Psychology from School of Psychology, both at Pontificia Universidad Católica de Chile. Their doctoral dissertation it was focused on young citizenship socialization and inequality. Other areas of interest are: youth political participation, intergroup relations, intergroup attitudes, public opinion research, quantitative methods, structural equation models and multilevel models.
Sandoval-Hernández, A; Isac, M. & Miranda, D. (2018). Teaching Tolerance in a Globalized World. Springer. https://www.springer.com/gp/book/9783319786919
Miranda, D.; Castillo, J. & Sandoval-Hernandez, A. (2017). Young Citizens Participation: A Empirical Testing of a Conceptaul Model. Youth & Society. Pp: 1-20. Online first: http://journals.sagepub.com/eprint/fNzwmthu4R92399feJsI/full
Dr. Strong is an assistant professor in the Education, Culture, and Society program, a member of the graduate group in Anthropology, and a faculty affiliate of Africana Studies. She holds a Ph.D. in Anthropology from the University of California, Berkeley, where she was named a Fulbright-Hays Fellow, a Spencer Dissertation Fellow, a Ford Foundation Dissertation Fellow, and a University of California Dissertation Fellow. In 2017, she was awarded the Council on Anthropology and Education’s Presidential Early Career Fellowship. Her work has been published in the Journal of African Cultural Studies and Urban Education. Dr. Strong’s research and teaching combine anthropological approaches to formal and non-institutional educational processes, politics and activism, youth, new media technologies, and popular culture in Africa and the African Diaspora. Topically, she focuses on the politicization and cultural practices of youth, the ambivalent role of educational institutions in the social reproduction of power and privilege and as critical sites of political struggle, and the intersections of these processes across transnationally and digitally networked spaces.
Strong, K. (2018). Do African lives matter to Black Lives Matter? On youth uprisings and the borders of solidarity. Urban Education. [Urban Education in the Era of Black Lives Matter, Camika Royal & Marc Lamont Hill (Eds)].
Royston, R. & Strong, K. (In press). Re-territorializing Twitter: African moments 2010-2015. In A. De Kosnick, & K. Feldman (Eds.), #Identity: Hashtagging, Race, Gender, Sex, and Nation. Ann Arbor: University of Michigan Press.
Ana Solano-Campos is an Assistant Professor of Teacher Education, Literacy, and ELLs in the College of Education and Human Development at the University of Massachusetts-Bostonhere. Her work on sociolinguistics and education in transnational contexts investigates the mechanisms by which different approaches to linguistic diversity exacerbate or diminish existing educational inequities for immigrant and refugee learners. She asks: What are the barriers experienced by bilingual immigrant/refugee students (and their teachers) in schools? How can we find avenues to diminish or eliminate those barriers? She has primarily examined the differences between South-North and South-South processes of migrant incorporation, specifically in educational settings in the United States and Costa Rica. Her scholarship proposes a focus on shared civic histories, practices, and spaces across geopolitical contexts.
Solano-Campos, A. (Forthcoming). The Nicaraguan diaspora in Costa Rica: Schools and the disruption of transnational social fields. Anthropology and Education Quarterly.
Solano-Campos, A. (2017). Language ideologies in a U.S. state-funded international school: The invisible linguistic repertoires of bilingual refugee students. Journal of Research in International Education, 16(1), 36-54.
Vidur Chopra is a doctoral candidate, Harvard Graduate School of Education. His work is situated at the intersections of belonging, education and citizenship. He focuses on refugee and forced migration phenomena and examine the ways educational policies, programs, and practices deepen or diminish young people's belonging and relationships with communities and nation-states, during and after conflict. Some of this work has been in the context of Eastern Africa, but more recently in the context of Syrian refugee youth in Lebanon.
Chopra, Vidur and Dryden-Peterson, Sarah (2015). More Than Words: Language in the Move from Refugee to Returnee to Citizen in Burundi. Available at http://hepg.org/hep-home/case/more-than-words
Chopra, Vidur and Adelman, Elizabeth (2017). The Pursuit, Practicality, and Potential of Refugee Education.
Dr. Biseth is an Associate Professor at the University of Southeast Norway. Her research focus is on democracy, multiculturalism, human rights and social justice in the education sector, from primary school to teacher education. Biseth is heading a Norwegian research team exploring how democracy is understood and practiced among teachers, teacher students and teacher educators in Norway. In collaboration with the Norwegian Ministry of Education, Biseth is working with local professional development in increasing their competence to secure a high quality education for children and youth from immigrant backgrounds. Biseth is the current President of the Nordic Comparative and International Education Society (NOCIES).
Burner, T. and Biseth, H. (2016). A Critical Analysis of an Innovative Approach: A Case of Diversity in Norwegian Education. SAGE Open, 1-11.
Huang, L. and Biseth, H. (2016). Openness in Scandinavian Classrooms: Student Perceptions of Teaching Practices and High Achievers of Civic Knowledge. Creative Education, 7(5), 713-723.
Ehaab Abdou is a PhD Candidate, Department of Integrated Studies in Education at McGill University. Abdous research focuses on questions of inclusion and participation of marginalized groups, whether the inclusion of youths through avenues of civic engagement in Egypt and the Middle East at large, or the inclusion of traditionally marginalized perspectives and narratives within educational systems and curricula in Egypt as well as in North America. His interests generally center on social studies and citizenship education, extracurricular historical narratives, historical consciousness, and critical pedagogy. My doctoral research focuses on how Egyptian students interact with social studies education, and how such interaction influences their sense of citizenship and their civic engagement.
Abdou, E. D. (2017). Toward Embracing Multiple Perspectives in World History Curricula: Interrogating Representations of Intercultural Exchanges Between Ancient Civilizations in Quebec Textbooks. Theory & Research in Social Education. 45(3), 378-412. doi: 10.1080/00933104.2016.1276500
Abdou, E. D. (2016). ‘Confused by Multiple Deities, Ancient Egyptians Embraced Monotheism’: Analysing Historical Thinking and Inclusion in Egyptian History Textbooks. Journal of Curriculum Studies, 48(2), 226–251. doi:10.1080/00220272.2015.1093175.
Karen Parish is a PhD candidate at Inland Norway University of Applied Sciences. Her work is contextualised within the comparative and international education discussion surrounding the relationship between the global and the local. She takes as her theoretical framework the institutional logics perspective and explores how the global logic of human rights is embedded within the International Baccalaureate Organisation at different levels of abstraction and in different contexts. In particular she investigates how human rights is experienced and adhered to by students studying the International Baccalaureate Diploma Programme in different school learning communities in Norway and Poland.
Parish, K. (2015). Studying Global Human Rights Education. Theoretical and Empitical Approaches. Opuscula Sociologica (1), 23-55.
Here you will find the members in our SIG and their recent publications and research interests.