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. Biseth is an Associate Professor at the University of Southeast Norway. Her research focus is on democracy, multiculturalism, human rights and social justice in the education sector, from primary school to teacher education. Biseth is heading a Norwegian research team exploring how democracy is understood and practiced among teachers, teacher students and teacher educators in Norway. In collaboration with the Norwegian Ministry of Education, Biseth is working with local professional development in increasing their competence to secure a high quality education for children and youth from immigrant backgrounds. Biseth is the current President of the Nordic Comparative and International Education Society (NOCIES).
Burner, T. and Biseth, H. (2016). A Critical Analysis of an Innovative Approach: A Case of Diversity in Norwegian Education. SAGE Open, 1-11.
Huang, L. and Biseth, H. (2016). Openness in Scandinavian Classrooms: Student Perceptions of Teaching Practices and High Achievers of Civic Knowledge. Creative Education, 7(5), 713-723.
Ehaab Abdou is a PhD Candidate, Department of Integrated Studies in Education at McGill University. Abdous research focuses on questions of inclusion and participation of marginalized groups, whether the inclusion of youths through avenues of civic engagement in Egypt and the Middle East at large, or the inclusion of traditionally marginalized perspectives and narratives within educational systems and curricula in Egypt as well as in North America. His interests generally center on social studies and citizenship education, extracurricular historical narratives, historical consciousness, and critical pedagogy. My doctoral research focuses on how Egyptian students interact with social studies education, and how such interaction influences their sense of citizenship and their civic engagement.
Abdou, E. D. (2017). Toward Embracing Multiple Perspectives in World History Curricula: Interrogating Representations of Intercultural Exchanges Between Ancient Civilizations in Quebec Textbooks. Theory & Research in Social Education. 45(3), 378-412. doi: 10.1080/00933104.2016.1276500
Abdou, E. D. (2016). ‘Confused by Multiple Deities, Ancient Egyptians Embraced Monotheism’: Analysing Historical Thinking and Inclusion in Egyptian History Textbooks. Journal of Curriculum Studies, 48(2), 226–251. doi:10.1080/00220272.2015.1093175.
Karen Parish is a PhD candidate at Inland Norway University of Applied Sciences. Her work is contextualised within the comparative and international education discussion surrounding the relationship between the global and the local. She takes as her theoretical framework the institutional logics perspective and explores how the global logic of human rights is embedded within the International Baccalaureate Organisation at different levels of abstraction and in different contexts. In particular she investigates how human rights is experienced and adhered to by students studying the International Baccalaureate Diploma Programme in different school learning communities in Norway and Poland.
Parish, K. (2015). Studying Global Human Rights Education. Theoretical and Empitical Approaches. Opuscula Sociologica (1), 23-55.
Natallia Sianko is an Assistant Professor in the Department of Youth, Family and Community Studies at Clemson University.
Dr. Sianko’s research interests lie in the intersection of social justice and human rights, with a special focus on orientations of adolescents to democracy. Her research examines how adolescents’ in states with different levels of democratic advancement understand democracy and citizenship and whether and to what extent this understanding is unique to local contexts. In her recent work, she examined how adolescents in post-communist countries (Belarus and Albania) think about democratic values, human rights, and citizenship responsibilities. The key question driving Sianko’s inquiry is to uncover mechanisms through which democratically-oriented citizens can make democracies more effective.
Sianko, N. (in preparation). Who will consolidate democracy in post-communist societies? Exploration of civic and political orientations of adolescents in Belarus. Sianko, N. & Small, M. A. (2016). Current trends and challenges in studies of democracy. Kontakt, 18, 1-2. DOI: 10.1016/j.kontakt.2016.01.003
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.
Nashwa Moheyeldine is a Professional Development Specialist at Educate - Me , an Egyptian non-profit foundation that aims to redefine local education through serving underprivileged children and providing public schools teachers with the suitable professional development.
In an attempt to explore the future transformation to a just, democratic society, her recent research explores citizenship education at four schools of various educational systems (public, experimental, private, and international schools). Her work also evaluates the notions of citizenship constructed by students at these schools, and the effects of external factors of political socialization including parents, peers, social media, and revolution. This research highlights the critical consciousness of students, the extent to which schools empower and expose students to their realities, and obstacles to a democratic citizenship education.
MA Thesis, American University in Cairo, June 2016, Title: School and Society : Spaces for Citizenship Education
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.
Erica Sausner is a PhD candidate in Educational Theory & Policy and Comparative & International education at Penn State University. Her primary research interest is the relationship between education policies for marginalized communities. Currently this includes her dissertation research on Afro-descendant Creole communities in Nicaragua. Erica’s work in citizenship and democracy education includes studies of the theoretical links between ICCS and participating states, as well as the behavior of locally elected school boards in facilitating the inclusion of immigrant students in new Latino diaspora destinations.
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.
Here you will find the members in our SIG and their recent publications and research interests.