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Cathryn Magno

Professional Background

Educational Background

Ph.D., Teachers College, Columbia University, 2000

Ed.M., Harvard University Graduate School of Education, 1996

B.A., Tufts University, 1990

Scholarly Interests

Comparative and international education, political sociology, human rights, migration, social movements, gender, governance, qualitative methodology

Selected Publications


Magno, C. (2013). Comparative perspectives on international school leadership: Policy, preparation 

     and practice. New York, NY: Routledge, Inc.

Magno, C. (2002). The new pythian voices: Women building political capital in NGOs in the Middle

     East. New York, NY: Routledge, Inc.

Journal articles

Magno, C. & Kirk, J.  (2010).  Sight unseen: Mining images of girls’ education.  Girlhood Studies 3(2),



Magno, C. & Schiff, M. (2010). Culturally-responsive leadership: Best practice in integrating immigrant

     students. Intercultural Education 21(1), 87-91.


Magno, C. (2009). Re-imagining a school leadership paradigm in the post-socialist context. European

     Education: Issues and Studies 43(1), 23-41.


Magno, C. (2008). Refuge from crisis: Refugee women build political capital. Globalisation, Societies

     and Education 6(2), 119-130.


Magno, C. & Kirk, J. (2008). Imaging girls: Visual methodologies and messages for girls’ education.

     Compare: A Journal of Comparative Education 38(3), 349-362.


Magno, C. & Silova, I. (2007). Teaching in transition: Examining school-based gender inequities in the

     post-Socialist region. Journal of International Educational Development 27(6), 647-660.


Silova, I. & Magno, C. (2004).  Gender equity unmasked: Revisiting democracy, gender, and education

     in post-socialist Central/Southeastern Europe and the former Soviet Union. Comparative Education

     Review 48(4), 417-442.


Magno, C. (2002). Minding the political gap: The educational imperative of NGOs.  Current Issues in

     Comparative Education [Online], 5(1). Available at:

     /cm151.html [January 2003].


Gerson, J., Gubuan, D., Magno, C., Nakano, M., Newton, S. & Susa, F.  1997, Winter.  Codes for

     interpersonal and intergroup relations in a world of conflict and change.  Holistic Education Review,


Book chapters

Magno, C. & Kazimzade, E. (2014).  Women as school leader entrepreneurs in Azerbaijan.  In Asian

     educational leadership and leadership education, Jamaliah Abdul Hamid and Narcisa Paredes-

     Canilao, Eds. Diliman, Quezon City: University of Philippines Press.

Magno, C. (2007). Res publica revisited: Gendered empowerment in NGOs.  In The Agency and

     Structure of Women’s Education, Mary Ann Maslak, Ed. New York: SUNY Press.


Magno, C. (forthcoming, 2015). Educational leadership in global context. In Educational Leadership

     Perspectives, Norris Haynes, Sousan Arafeh and Jess Gregory, Eds. Lanham, MD: University Press

     of America.


McDaniels, C. & Magno, C. (forthcoming, 2015). Leadership and social justice. In Educational
     Leadership Perspectives
, Norris Haynes, Sousan Arafeh and Jess Gregory, Eds. Lanham, MD:
     University Press of America.

Policy papers

Magno, C. (2011). Systemic learning communities and social capital in the William Caspar Graustein

     Memorial Fund: A descriptive case study.  Hamden, CT: WCG Memorial Fund.


Magno, C. & Kirk, J. with UNICEF Division of Communications. (2009). Images of Girls and Girls’

     Education: ‘Re-viewing’ and Rethinking. New York, NY: UNICEF Publications.


Magno, C., Silova, I. & Wright, S. with E. Demeny. (2003). Open Minds: Opportunities for Gender

     Equity in Education in Central and South Eastern Europe and the former Soviet Union.  Budapest,

     Hungary: Open Society Institute.

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 4092: Qualitative research and evaluation in international education

The study of qualitative methodologies appropriate to various kinds of educational programs, issues, and problems in diverse research settings.

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: International perspectives on peace and human rights 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.

Cathryn Magno appeared in the following articles:

Educating Current Leaders in Practice and Policy (8/1/2003)

The Open Society and TC Collaborate on Project Evaluations (8/1/2003)