M.A. Stanford University
B.A. Stanford University
Books, Edited Volumes & Monographs
Bajaj, M. (2011). Schooling for Social Change: The Rise and Impact of Human Rights Education in India. New York & London: Continuum. (Winner of the 2011 Jackie Kirk Outstanding Book Prize of the Comparative & International Education Society)
Bajaj, M. (Ed.) (2008). The Encyclopedia of Peace Education. North Carolina: Information Age Publishing.
Bajaj, M. (2003). Guía de Educación en Derechos Humanos. Santo Domingo: UNESCO.
Bajaj, M. & Brantmeier, E. Guest Editors. (2011). Special issue of the Journal of Peace Education on The Politics, Possibilities and Praxis of a Critical Peace Education. 8(3).
Refereed Journal Articles
** many of these articles are available for download here
Bajaj, M. (2012). Human Rights Education in Small Schools in India. Peace Review 24(1), 6-13.
Bajaj, M. (2012). From ‘Time Pass’ to Transformative Force: School-Based Human Rights Education in Tamil Nadu, India. International Journal of Educational Development. 32, 72-80.
Bajaj, M. (2011). Human Rights Education: Ideology, Location, and Approaches. Human Rights Quarterly. 33, 481-508.
Bajaj, M. (2011). Teaching to Transform, Transforming to Teach: Exploring the Role of Teachers in Human Rights Education in India. Educational Research. 53(2), 207-221.
Bajaj, M. (2010). Inter-Generational Perspectives on Education and Employment in the Zambian Copperbelt. Comparative Education Review. 54(2), 175-197.
Bajaj, M. (2010). Conjectures on peace education and Gandhian studies: Method, institutional development, and globalization. Journal of Peace Education. 7(1), 47-62.
Bajaj, M. (2009). Why Context Matters: the Material Conditions of Caring in Zambia. International Journal of Qualitative Studies in Education, 22(4), 379–398.
Bajaj, M. (2009). ‘I have big things planned for my future’: The Limits and Possibilities of Transformative Agency in Zambian Schools. Compare 39(4), 551-568.
Bajaj, M. (2009). Undoing Gender?: A Case Study of School Policy and Practice in Zambia. International Review of Education. 55(5), 483-502
Bajaj, M. & Chiu, B. (2009). Education for Sustainable Development as Peace Education. Peace & Change 34(4), 441-455.
Bajaj, M. (2008). Schooling in the Shadow of Death: Youth Agency and HIV/AIDS in Zambia. Journal of Asian and African Studies. 43(3), 307-329.
Bajaj, M. (2004). Human Rights Education and Student Self-Conception in the Dominican Republic. Journal of Peace Education, 1(1), 21-36.
Bajaj, M. & Pathmarajah, M. (2011). En‘gender’ing Agency: The Differentiated Impact of Educational Initiatives in Zambia and India. Feminist Formations 23(3), 48-67.
Iyengar, R. & Bajaj, M. (2011). After the Smoke Clears: Examining Curricular Approaches to Environmental Education in Bhopal, India. Comparative Education Review, 55(3), 424-456
Refereed Book Chapters
Bajaj, M. (2009). Sugar Daddies and the Danger of Sugar: Cross-Generational Relationships, HIV/AIDS and Secondary Schooling in Zambia. In Wiseman, A. and Baker, D. (Eds.) Gender, Inequality, and Education from International and Comparative Perspectives. (pp. 123-143) Oxford, UK: Elsevier Science Ltd.
Bajaj, M. & Valera, C. (2009). The emergence of human rights education amidst ethnic conflict in the Dominican Republic. In McGlynn, C., Zembylas M., Bekerman Z., & Gallagher, T. (Eds.) Peace education in conflict and post-conflict societies: comparative perspectives. (pp. 43-57) New York: Palgrave MacMillan
ITSF 4090: Issues and institutions in international educational development
This course explores theoretical approaches to the study of education in international development and uses these approaches to consider current topics and debates in the fields of international and comparative education. This course also introduces students to institutions involved with educational development in diverse global settings, such as the United Nations and the World Bank. This course is also offered at the doctoral level (ITSF 6581).
ITSF 4603: Human and social dimensions of peace
This course focuses on issues of human rights, global ethics, and various aspects of structural and cultural violence. Students are introduced to examples of nonviolent social movements and reflect on the process of peaceful transformation. Another course in human rights may be substituted for the concentration in peace education.
ITSF 4613: Fundamental concepts in peace education
This course provides a grounding in the theory, pedagogy, and practice of peace education. It draws from the international literature of the field as it has been developed over the past three decades, and reviews teaching practices relevant to various cultures and learning settings. Not offered every year.
ITSF 4614: International Organizations, Civil Society and Peace Education
This course reviews and assesses the work of the world organization and how it facilitates the learning necessary to an integrated global society. The area of emphasis and problem of focus vary from semester to semester. Not offered every year.
ITSF 5590: Education and the development of nations
Prerequisites: ITSF 4090/6580 or ITSF 4091/6581. This seminar explores the politics of education in international and transcultural contexts. Course topics include educational equity and quality as well as the role of international donors in transplanting particular best practice or reform packages from one national context to another.
ITSF 6580: Advanced seminar in international education I
This course will focus on the history, methods and theories in the field of international and comparative education.
ITSF 6581: Advanced seminar in international education II
This course will focus on issues, institutions, and applications in the practice of international and comparative education.