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.
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.
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).
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.
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.
Here you will find the members in our SIG and their recent publications and research interests.