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. Felisa Tibbitts is Founder and Senior Advisor of Human Rights Education Associates (HREA) and an Affiliated Faculty Member of the Institute for Reconciliation and Social Justice at the University of the Free State (South Africa) (2014-5). Through her primary focus on human rights education – and the related fields of education for democratic citizenship and peace education – she is concentrates on curriculum policies and practices, transformative pedagogy and the role of education within social change movements. Felisa began the Human Rights in Education Initiative at the Carr Center for Human Rights Policy at the Harvard Kennedy School and has taught there, as well as the Harvard Graduate School of Education and Teachers College of Columbia University.
Tibbitts, F. (in press). “Building a Human Rights Education Movement in the United States” in Katz, S. and Spero, A., in Bringing Human Rights Education to U.S. Classrooms. New York: Palgrave Macmillan.
Claude, R.P. and Tibbitts, F. (in press). “Right to Education and Human Rights Education” in Claude, R.P., Weston, B. and Grear, A., in Human Rights in the World Community, 4th edition. Philadelphia: University of Pennsylvania Press.
Tibbitts, F. (2012). “Human Rights Education” in Sinclair, M. (ed.). Education for Global Citizenship. Doha, Qatar: Education Above All.
Tibbitts, F. and Totten, S. (2012). “Human Rights Education” in Pederson, J. and Totten, S. (Eds.) Educating About Social Issues in the 20th and 21st Centuries. Charlotte, NC: Information Age Publishing, pp. 195-221.
Kristina Brezicha is an assistant professor of educational leadership at Georgia State University. She holds a dual-title Ph.D. from The Pennsylvania State University in Educational Theory and Policy and Comparative International Education.
Kristina's research interests focus on how education supports individuals’ abilities to equitably participate in the democratic processes at both the local and national levels. Her research considers domestic and international contexts. Specifically, she has studied how immigrant students’ experiences of in/exclusion in their schools has shaped their knowledge, attitudes, habits and dispositions towards the political process in the U.S. and Canada. She has also examined how teachers, educational leaders and school boards have facilitated educational opportunities for diverse student populations.
Mitra, D., Bergmark, U., Brezicha, K., Kostenius, C., Maithreyi, R., Serriere, S. (Forthcoming). “Ironies of democracy: Civic values and the construction of citizens in Sweden, India, and the United States.” Citizenship Teaching and Learning.
Brezicha, K., Hopkins, M., (Forthcoming). “Levers of Change: Exploring the Role of Community Boundary Spanners.” To appear in a special issue of Peabody Journal of Education.
Tahirslyaj, A., Brezicha, K., Ikoma, S., (2016). “Unpacking teacher differences in Didaktik and Curriculum Traditions: Trends from TIMSS 2003, 2007, and 2011.” In G.K. LeTendre and A.W. Wiseman (Eds.) Promoting and Sustaining a Quality Teaching Workforce. Emerald Insight.
Brezicha, K., Bergmark, U., Mitra, D., (2015). “One Size Does Not Fit All: Differentiating Leadership to Support Teachers in School Reform.” Educational Administration Quarterly 51(1), 96-132.
Dr. Michelle Bellino is an Assistant Professor of Educational Studies at the University of Michigan School of Education. Her research centers on the intersection of historical consciousness and youth civic development, particularly in contexts of armed conflict and their aftermath. Her current projects span postwar Guatemala, refugee education in Kenya, and community-based schools in Afghanistan. Trained as a cultural anthropologist, she approaches these interests from an ethnographic and comparative lens. Michelle is a recent graduate of Harvard Graduate School of Education, where she was a Presidential Fellow and selected as a Peace Scholar by the United States Institute of Peace for her dissertation work.
Bellino, M.J. (in press). “Violence is who we are”: Adolescents constructing human rights consciousness in “postwar” Guatemala. Listening: A Journal of Communication Ethics, Religion, and Culture. Special Issue: The social construction of human rights.
Bellino, M.J. (2014). Whose past, whose present?: Historical memory among the “postwar” generation in Guatemala. In Williams, J.H. (Re)constructing memory: School textbooks and the imagination of the nation (pp. 131-152). Rotterdam: Sense Publishers.
Bellino, M.J. (2013). Educating the “good citizen”: Memory in postwar Guatemala. ReVista XIV (3).
Bellino, M.J. & Selman, R.L. (2012). The intersection of historical understanding and ethical reflection during early adolescence: A place where time is squared. In M. Carretero, M. Asensio, & M. Rodríguez-Moneo (Eds.) History education and the construction of national identities (pp. 189-202). Information Age Publishing.
Renata Horvatek is a Ph.D. candidate in Education Theory and Policy and Comparative and International Education at Penn State University College of Education. She holds B.A./M.A. in philosophy and comparative literature from the University of Zagreb, Croatia. She was a Hubert H. Humphrey fellow at Penn State University during 2010-2011 academic year. During her Humphrey fellowship, she was a professional affiliate at the Council for Opportunity in Education in Washington, DC. Also, she was the European Commission TEMPUS Individual Mobility Grant recipient in 2007, to spend one month at the University of Liverpool working at International Centre for Excellence in Educational Opportunities.
Her research interests that lie at the intersection of education and social change in diverse contexts are driven by the experience of being educated during the civil war, and becoming adult during the transition from socialist regime to democracy in her home country Croatia. Education and political behaviors, minority education in post-conflict societies, and issues of educational equity and access are topics that she is particularly interested in. In her research she is mostly focused on post-socialist countries. Her dissertation is a study of sociopolitical behaviors and attitudes of adults in transitional countries, and the link between these behaviors and constructs they are exposed to within educational context. After the dissertation her goal is to research the conceptual link between educational content and sociopolitical behaviors and attitudes in diverse transitional societies, since in her dissertation she is mainly focused on Croatian context.
Dr. Kathy Bickmore (Ph.D. Stanford University 1991) is Professor in Curriculum Studies and Teacher Development and Comparative International and Development Education programs at the Ontario Institute for Studies in Education (OISE), University of Toronto. She teaches graduate and initial teacher education courses in comparative international democratic citizenship education, peacebuilding education and managing conflict in schools and classrooms, and critical curriculum studies. Kathy’s current research examines the gaps and potential linkages between young people’s lived experiences of citizenship and what/how they are taught in public school, in urban neighborhoods experiencing violence, in Canada, Mexico, and Bangladesh. She received the 2010 OISE Distinguished Contributions to Teaching Award, and the 2012 William Kreidler Award for Distinguished Service to the Field of Conflict Resolution Education (Association for Conflict Resolution). She serves on the editorial boards of Theory and Research in Social Education, Journal of Peace Education, and Canadian and International Education. International work has included the UN University for Peace in Costa Rica, a rural Jamaican high school, a Japan-Canada anti-bullying initiative, and democratic civic education in Tula, Russia.
Bickmore, Kathy (2015). “Incorporating Peace-Building Citizenship Dialogue in Classroom Curricula: Contrasting Cases of Canadian Teacher Development” In Régis Malet & Suzanne Majhanovich (Eds.), Building Democracy in Education on Diversity. Rotterdam, Netherlands: Sense Publishers.
Bickmore, Kathy (2015). “Keeping, making, and building peace in school.” In (Walter Parker, Editor) Social Studies Today: Research and Practice, 2nd Edition. NY: Routledge, 238-245.
Bickmore, Kathy (2014). “Citizenship Education in Canada: ‘Democratic’ Engagement with Differences, Conflicts, and Equity Issues?” Citizenship Teaching and Learning 9(3).
Susan Garnett Russell is an Assistant Professor of International and Comparative Education at Teachers College, Columbia University, as well as Interim Director of the George Clement Bond Center for African Education. She earned her doctorate in International and Comparative Education from Stanford University. Her research focuses on education and conflict, human rights, citizenship, and gender, particularly in Sub-Saharan Africa. Recent publications appear in International Studies Quarterly, Prospects, Compare, and International Sociology.
Russell, Susan Garnett. “Global Civil Society and Education Policy in Post-Genocide Rwanda.” International Sociology forthcoming 2015.
Russell, Susan Garnett and Monisha Bajaj. 2015.“Schools, Citizens, and Nation-States,” pp. 93- 109 in Education and International Development: Practice, Policy and Research, eds. Tristain McCowan and Elaine Unterhalter.
Russell, Susan Garnett and Dijana Tiplic. 2014. “Rights-Based Education and Conflict: A Cross-National Study of Rights Discourse in Textbooks.” Compare: A Journal of Comparative and International Education, 44 (3): 314-334.
Buckner, Elizabeth and Susan Garnett Russell. 2013. “Portraying the Global: Cross-National Trends in Textbooks’ Portrayal of Globalization and Global Citizenship.”International Studies Quarterly, 57: 738-750.
Laura Quaynor is an Assistant Professor of Educational Leadership in the College of Education at Lewis University. She previously worked at the University of South Carolina Aiken in the School of Education, and in the K-12 system as an ESL and French Immersion teacher. Her work focuses on citizenship education and language education in contexts of migration and conflict, particularly in West Africa and the United States, drawing on post-colonial and social justice lenses to conceptualize citizenship and citizenship education. Laura Quaynor holds a PhD in Educational Studies from Emory University, where she studied educational foundations and comparative citizenship education.
In her current projects, she is considering the ways that gender mediates the relationships among schooling, extracurricular activities, non-formal civic education, and civic participation in Liberia and Ghana. In addition, she is studying the ways bilingual and multilingual education in the United States intersects with national discourses around citizenship and the civic participation and civic identities of immigrant and refugee youth.
Quaynor, L. (in press). Preparing globally-minded citizens? Connections and contradictions in two International Baccalaureate Public Schools serving immigrant students. Teachers College Record, 117, 10.
Quaynor, L. (2015). Researching citizenship education in Africa: considerations from Ghana and Liberia. Research in Comparative and International Education, 10, 120-134. doi: 10.1177/1745499914567822.
Quaynor, L. (2015). “The means to speak”: Educating youth for citizenship in post-conflict Liberia. Journal of Peace Education, 15(1), 15-36. doi: 10.1080/17400201.2014.931277.
Emil Satra holds a BA and MA in Education from the University of Oslo, with a specialization in social studies didactics. I wrote my thesis on democratic citizenship education in social studies. I am currently an Assistant Professor in Education at the Norwegian School of Theology.
At the moment I am working on two articles on democratic citizenship education – one in English and one in Norwegian – based on my thesis. The articles will deal with the relationship between how social studies curriculum is organized and how teachers facilitate the acquisition of democratic knowledge, skills and values. Also, an official report on the overall condition of the Norwegian school has just been released, which backs up the empirical findings in my thesis.
Further, in the extension of my thesis, I have started the initial phase of working out a PhD-project. I would very much like to build on the work I have already done, by doing a more in-depth investigation of how democratic education facilitate students acquisition of democratic knowledge, skills, strategies and values. I will most likely base the study on interviews (with teachers) and observation.
Key research interests: Democratic citizenship education, social studies didactics, political socialization, political literacy, controversial issues in democratic education.
Dr. Najwan Saada is currently an assistant professor of Curriculum, Instruction, and Teacher Education at Beit Berl College of Education and Al-Qasemi Academic College of Education . He is Palestinian citizen from Israel and his research interest includes social studies and citizenship education, curriculum theory, identity politics, postcolonial theory, teachers' and students' religious identities. Najwan received his B.A. and M.A. in sociology of education from the Hebrew University and his doctoral degree from Michigan State University. His dissertation deals with the intersection of religion, democracy, and nationalism from postcolonial and power/knowledge theories. These days he plans to publish the essay “Theorizing critical and reflective religious education in public schools” at British Journal of Religious Education.
Saada, N. (2014). The use of postcolonial theory in social studies education. Journal of
International Social Studies, 4 (1). 103-113.
Saada, N. (2013). Teachers’ perspectives of citizenship education in Islamic schools in
Michigan. Theory & Research in Social Education, 41(2), 247-273
Saada, N. (2013). Critical reflections on values education for Arab students in Israel (in
Arabic). Al-Hasad, 3. Israel: Beit-Berl Acadmic College: Arab Academic Institute
for Teacher Training.
Dr. Andrés Sandoval-Hernández currently is the Head of the Research and Analysis Unit at the International Association for the Evaluation of Educational Achievement (IEA). He earned a PhD in Education from the University of Bath, a Master's degree in Educational Research from the Universidad Iberoamericana (UIA) and a BA in Public Accounting from the Universidad Nacional Autónoma de México (UNAM). Andres’ work deals with research, consultancy and training on comparative analyses of educational systems using large-scale assessment data, with special focus on social inequalities.
Miranda, D., Castillo, J.C. & Sandoval-Hernández, A. (in press). Desigualdad y
Conocimiento Cívico: Chile en comparación internacional /[Inequalities and Civic Knowledge: Chile in International Comparison]/. In Cox, C. y J.C. Castillo (Eds.), Socialización Política y Experiencia Escolar: Aportes para la Formación Ciudadana. Santiago: CEPPE, Pontificia Universidad Católica de Chile.
Sandoval-Hernández, A., Castejon, A. & Aghakasiri, P. (in press). A comparison of school
effectiveness factors for socially advantaged and disadvantaged students in ten European countries in TIMSS-2011.Solsko Polje.
Here you will find the members in our SIG and their recent publications and research interests.