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