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TC and CIES: Showcasing Some of Our Internationally-Minded Faculty
Teachers College, host of the 52nd Annual Meeting of the Comparative International, boasts many faculty members who do internationally focused research.
Monisha Bajaj, Assistant Professor of Education. Her interests are policy, practice and pedagogy relating to peace education, with special emphasis on the Dominican Republic, Zambia and South Asia. In Zambia, which is currently has one of the lowest human development rankings worldwide but only decades ago was among the wealthiest African nations, she has studied the situation of current high school students, who live in economic decline but whose parents are often well-educated and remember better times. Bajaj has assembled a full day of peace education discussion at the CIES conference on Monday, March 17th.
An Interview with Monisha Bajaj (Redirect to iTunes U)
Lesley Bartlett, Associate Professor of Education. She has studied the relationship between literacy, economic development and political engagement in Brazilian schools; the impact of social and educational policies on immigrant Latino youth in New York City high schools (including a long-term ethnographic study at a particular high school); the maintenance of “transnational” communities among Dominican immigrants to the U.S. and their home country; and the immigration of people from other nations, particularly Haiti, to the Dominican Republic, and how the educational needs of those immigrants are or might be met.
An Interview with Lesley Bartlett (Redirect to iTunes U)
George Bond, Professor of Anthropology and Education. He has done research in Sierre Leone, Liberia, Uganda, Zambia and Malawi, as well as in the southern U.S. He is particularly interested in how the economic activities of people in developing nations influence their ability to educate their children – for example, changes in agricultural productivity; climate change; and the impact of malaria, HIV/AIDS and other disease – and in the coordination between the production of educated citizens and the availability of jobs fitted to their training.
An Interview with George Bond (Redirect to iTunes U)
Ofelia Garcia, Professor of Bilingual Education. She is concerned with language education policy around the world, and how systems and classrooms acknowledge and work with children’s strength of the language brought from home. She focuses at the system level, the classroom level, and on the level of individual teachers. Garcia also is interested in under-privileged populations that are not recognized by the nation states they inhabit.
An Interview with Ofelia Garcia (Redirect to iTunes U)
Henry Levin, Professor of Economics and Education. He has focused quantifying on the economic costs and payoffs to society and the individual of investing in education – particularly in investment to benefit those who are inadequately educated. He also studies the consequences of privatization of education. Internationally, he is most active in China, where he studies projects through which migrants who come from China’s rural areas to do assembly work in the nation’s eastern and southern cities receive education and other services previously unavailable to them, and has worked on the design of community colleges there. Levin also has analyzed the PISA studies of the OECD.
An Interview with Henry Levin (Redirect to iTunes U)
Gita Steiner-Khamsi, Professor of Education. Her interests are in policy issues that include school reform, teacher education reform, and teacher salary reform – and how, in an era of globalization, these reforms and policies get reconfigured, readapted and re-contextualized as they “travel” to different local and national contexts. Steiner-Khamsi has worked extensively in Mongolia, Tajikistan and Kyrgyzstan. She is interested in qualitative, case-study methodology and how such studies can be used to make trans-national comparisons.
An Interview with Gita Steiner-Khamsi (Redirect to iTunes U)
Fran Vavrus, Associate Professor of Education. She is interested in colonial and post-colonial education in sub-Saharan Africa, especially in Tanzania. She is working on implementing social constructivist, student-centered teaching there as an alternative to the more formalistic, teacher-centered models that have been favored in the past. Vavrus also looks at the cost of secondary schooling as a barrier to education throughout the African continent.
An Interview with Fran Vavrus (Redirect to iTunes U)
Published Friday, Mar. 14, 2008