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.
Patricia K. Kubow is Professor in International Comparative Education in the Department of Educational Leadership and Policy Studies and the Department of Curriculum and Instruction at Indiana University. She has also directed the Center for International Education, Development and Research, receiving federal grant awards that have brought prestigious Fulbright teacher and international educator programs to the IU School of Education. Her comparative research focuses on global-local constructions of democracy, citizen identity, and formal and indigenous education in Sub-Saharan Africa and the Middle East. Her research has been conducted in 25 countries worldwide. Kubow has received distinguished research awards from the Comparative and International Education Society (i.e., Joyce Cain Award for Distinguished Research on People of African Descent), the American Educational Research Association, and the Association of Teacher Educators. A former President of the United States/The White House and the U.S. Agency for International Development Education have recognized her work in the area of democratic citizenship education. Kubow is a U.S. Fulbright Scholar to Jordan and has received a Fulbright-Hays Seminars Abroad award for South Africa and a Fulbright-Hays Group Projects Abroad award for Jordan. Kubow has also served as a Visiting Research Scholar at the University of the Western Cape (South Africa). Kubow’s co-authored textbook, Comparative Education: Exploring Issues in International Context, is used in universities worldwide and has been translated into Korean. Her co-edited book, Teaching Comparative Education: Trends and Issues Informing Practice, is part of the Oxford Studies in Comparative Education series with Symposium Books. Her publications also appear in a host of journals, including Comparative Education Review, Compare: A Journal of Comparative and International Education, World Studies in Education, and Higher Education in Europe.
Kubow, P.K. (2017). Exploring Western and non-Western epistemological influences in South Africa: Theorising a critical democratic citizenship education. Compare: A Journal of Comparative and International Education. Available at: http://dx.doi.org/10.1080/03057925.2017.1305881 Patricia K. Kubow 27 2016
Kubow, P.K., & Min, M. (2016, Nov.). The cultural contours of democracy: Indigenous epistemologies informing South African citizenship. Democracy & Education, 24(2), 1-12. Available at: http://democracyeducationjournal.org/home/ 2016
Kubow, P.K., & Blosser, A.H. (2016). Guest editor’s introduction to the FIRE special issue on the place and future of comparative education in teacher education. FIRE: Forum for International Research in Education, 3(1), 1-5.
Ph.D. in Social Sciences, University of Chile. Sociologist and Social Worker, Pontifical Catholic University of Chile. Master in Applied Economics, Universidad Alberto Hurtado-Georgetown University. Currently, Cristobal is a researcher at the Center of Policy and Practice of Education (CEPPE) in the Pontifical Catholic University of Chile. His principal research areas have focused on the analysis of educational policies, the study of educational inequalities and the design and evaluation of educational programs. His work has concentrated on the use of national and international data, with special emphasis on ICCS, PISA and TIMSS. He has written more than 30 articles in national and international peer-reviewed journals and more than ten books and a book chapter. Some of his recent publications are focused on the civic knowledge, youth political disposition and civic attitudes, using ICCS data.
Treviño, E., Villalobos, C., Béjares, C. & Naranjo, E. (2018). Forms of youth political participation and educational system. The role of the school for 8th grade in Chile. Young, 27(3), 1-25.
Villalobos, C., Treviño, E., Wyman, I. & Béjares, C. (2018). School segregation of immigrant students. En Sandoval-Hernández, A., Isac, M.M. & Miranda, D. (eds.). Teaching tolerance in a globalised world. Netherlands: Springer-IEA. (pp. 67-86)
Treviño, E., Béjares, C., Villalobos, C. & Naranjo, E. (2016). Influence of teachers and schools on students' civic outcomes in Latin America. The Journal of Educational Research. 110(6), 604-618).
I am an Assistant Professor at the Waseda Institute for Advanced Study, Waseda University. My research interests include the intersection of comparative and international education with international relations and the political economy of development, focused primarily in Southeast Asia. I work with the World Bank in Cambodia and Afghanistan and the Asian Productivity Organization in Tokyo; teach at Waseda’s Graduate School of Asia Pacific Studies, the University of Tokyo, Keio University, and Sophia University; and host a weekly podcast on education, globalization, and society called FreshEd.
Since 2006, I’ve worked in education in Asia. For three consecutive summers, while completing my undergraduate degree at Lehigh University, I taught advanced English in Taipei, Taiwan. During my graduate studies (also at Lehigh), I served as an NGO Representative at United Nations headquarters in New York City for a Singapore-based NGO.
Upon completion of my master’s of education in comparative and international education, I moved to and worked in Cambodia for two years, developing a research department at This Life Cambodia (TLC). While with TLC, I conducted a research study on private tutoring in six schools, which was funded by the Open Society Foundation’s Privatisation in Education Research Initiative. I also worked on Child Friendly Schools in Siem Reap, Cambodia.
After two years in Cambodia, I moved to Hong Kong to pursue my Ph.D. in comparative education under the guidance of Mark Bray. In August 2015, I completed my doctoral studies at the Faculty of Education at The University of Hong Kong. My dissertation explored the various social relations enacted by individuals in an environment of educational privatization in one Cambodian village. After completing my Ph.D., I was awarded a Japan Society for the Promotion of Science postdoctoral research fellow in the Graduate School of Education, University of Tokyo, Japan.
Brehm, W. (2019). Education’s big short: Learning peonage in American universities. Globalisation, Education and Societies. DOI: 10.1080/14767724.2019.1608163. (pdf)
Brehm, W. (2019). “Researching National and Regional identity in Southeast Asian Schools.” WIAS Newsletter, vol. 18.
Brehm, W. and Silova, I. (2019). Five Generations of NGOs in Education: From Humanitarianism to Global Capitalism. In T. Davies (ed.) Routledge Handbook of NGOs and International Relations (pp. 283-296. Oxford: Routledge.
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.
Here you will find the members in our SIG and their recent publications and research interests.