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.
Ahmed Salehin Kaderi is a PhD Candidate & Graduate Research Assistant at the University of Toronto (OISE). His doctoral research is linked to his supervisor Professor Kathy Bickmore’s larger funded research project, “Peace-building citizenship learning in Canada, Mexico and Bangladesh: School connections with life experience.” Ahmed examines how some language, Islam, history, and social studies teachers and their selected students in violent and less violent contexts of Bangladesh understand and feel about social-political conflicts and violence in their neighborhoods and beyond. He also investigates how these people understand and feel about their citizenship for peace-building in relation to those problems, plus how they see schooling as helping and hindering their democratic and peace-building citizenship competency building.
Kaderi, A.S., Guerra-Sua, A. & Bickmore, K. (forthcoming). History and Social Studies Curricula Informing the Moral Compass: Bangladesh, Canada, Colombia, and México. Paper in preparation for a Journal of Moral Education special issue.
Kaderi, A. S. (forthcoming). Multicultural accommodation in Toronto (Canada) and Sherpur (Bangladesh): School-based and lived peacebuilding citizenship education. Paper ready; finding interested journals.
Kaderi, A. S. (2014). Political history, Political violence: Peacebuilding citizenship interventions. In S. Niyozov & P. Tarc (Eds.) A RICE Compendium… Working with, against and despite global ‘best practices’: Educational conversations around the globe (pp.75-81). London Ontario: Western Education & Toronto, Ontario: Ontario Institute for Studies in Education, University of Toronto.
Jasmine B.-Y. Sim is an associate Professor at the National Institute of Education, Nanyang Technological University, Singapore. She researches in citizenship and civic education, and social studies education. She studies the sources of teachers and students' understandings of citizenship and its related concepts and how citizenship education is enacted in the classroom. Currently, she is exploring the concepts of Asian citizenship and Confucian democracy and the application to the modern Asian contexts.
Sim, J.B.-Y., Chua, S., & Krishnasamy, M. (2017). "Riding the citizenship wagon": Citizenship conceptions of Social Studies teachers in Singapore. Teacher and Teaching Education, 63, 92-102.
Han, C., Hoskins, B., & Sim, J. B.-Y. (2014). The relationship between forms of efficacy and future voting: Analysis of the quantitative and qualitative data from vocational upper secondary schools in England and Singapore. Compare: A Journal of Comparative and International Education, 44 (5), 801-825.
Sim, J.B.-Y. (2012). The burden of responsibility: Elite students' understandings of civic participation in Singapore. Educational Review, 64(2), 195-210.
Anatoli Rapoport is an Associate Professor at Purdue University. He is interested in citizenship education, particularly in how we teach (or rather, should teach) about global citizenship and other forms of supranational citizenship. How do ideologies and local cultures impact the development of global citizenship? How can we balance the national and the global in curricula? How do different education agents and stakeholders conceptualize supranational forms of citizenship? He has lived and worked in the former Soviet Union and when possible, incorporates his knowledge of education environments of Eastern and Central European countries into his research.
Rapoport, A. (2012). Educating new citizens: The role of patriotic education in the post-Soviet countries. Educational Practice and Theory, 34(2), 81-105.
Merethe Skårås is a PhD candidate in Educational Sciences at Oslo and Akershus University College, Norway and holds a M.A. in Multicultural and International Education form the same institution. She taught in the Oslo public schools for ten years before entering the doctoral program. Her dissertation focuses on the relationships between education and conflict in the context of Sudan and South Sudan, with particular focus on history education.
Skårås’ overarching research interest includes education in emergencies, history education, reconciliation and the contribution of classroom practices to peace and citizenship education.
Skårås, Merethe (In press). Focused ethnographic Research on teaching and Learning in conflict zones: History education in South Sudan. Forum for Development studies.
Skårås, Merethe (2009). The Lost Boys of Sudan: The reintegration process of school children associated with armed forces and groups. Høgskolen i Oslo.
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.
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.
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.
Here you will find the members in our SIG and their recent publications and research interests.