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.
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.
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.
Kristina Brezicha is an assistant professor of educational leadership at Georgia State University. She holds a dual-title Ph.D. from The Pennsylvania State University in Educational Theory and Policy and Comparative International Education.
Kristina's research interests focus on how education supports individuals’ abilities to equitably participate in the democratic processes at both the local and national levels. Her research considers domestic and international contexts. Specifically, she has studied how immigrant students’ experiences of in/exclusion in their schools has shaped their knowledge, attitudes, habits and dispositions towards the political process in the U.S. and Canada. She has also examined how teachers, educational leaders and school boards have facilitated educational opportunities for diverse student populations.
Mitra, D., Bergmark, U., Brezicha, K., Kostenius, C., Maithreyi, R., Serriere, S. (Forthcoming). “Ironies of democracy: Civic values and the construction of citizens in Sweden, India, and the United States.” Citizenship Teaching and Learning.
Brezicha, K., Hopkins, M., (Forthcoming). “Levers of Change: Exploring the Role of Community Boundary Spanners.” To appear in a special issue of Peabody Journal of Education.
Tahirslyaj, A., Brezicha, K., Ikoma, S., (2016). “Unpacking teacher differences in Didaktik and Curriculum Traditions: Trends from TIMSS 2003, 2007, and 2011.” In G.K. LeTendre and A.W. Wiseman (Eds.) Promoting and Sustaining a Quality Teaching Workforce. Emerald Insight.
Brezicha, K., Bergmark, U., Mitra, D., (2015). “One Size Does Not Fit All: Differentiating Leadership to Support Teachers in School Reform.” Educational Administration Quarterly 51(1), 96-132.
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.