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‌‌Ben Steiner, MA student in International Educational Development

Department of International & Transcultural Studies

Having spent time in Indonesia as a Peace Corps educator and then several years in Java and Timor doing similar work, Ben Steiner found traveling to Myanmar to deliver a human rights curriculum for teacher development the opportunity of a lifetime. 

An MA student in the International Educational Development program, Ben credits much of the success of his international ventures to the relationships he has cultivated at Teachers College (TC). In fact, his recent trip to Myanmar came about because of a meeting at TC. After sitting down with a representative from Peace and Development Initiative (PDI), a Myanmar-based NGO, Ben received an invitation to collaborate on a human rights curriculum for PDI’s flagship school, Akyab Institute of Social Studies (hereafter “the Institute”).

For a part of the world that has been rocked by increasing ethnic violence, human rights education is vital and yet practically nonexistent in Sittwe. For years Sittwe has grabbed headlines around the world as local militias, a radical monkhood, and the Myanmar government have colluded to perpetrate what amounts to genocide. Now an international refugee crisis that has left thousands displaced, much of the Rohingya population has been forced out of Myanmar and into neighboring Bangladesh because of the conflict. PDI was founded in 2013 to not only respond to these increased tensions, but to also provide resources for affected populations and eventually contribute towards sustainable peace between communities. Towards this, in 2017, PDI established the Institute to offer academic and career training. Today it serves students from 17 to 25 years old and is one of the only pre-college programs in the immediate area of Sittwe.

Outside of class in Sittwe, Ben took the opportunity to speak with his students about their experiences. Many expressed disappointment in the international community’s response—or rather lack thereof—to their plight, while others shared feelings of abandonment and hopelessness. Despite the blatant and increasingly brutal evidence of abuse under Myanmar’s military regime, citizens of the Rakhine State feel like they’ve been left to their own, very limited, devices. Although external powers are striving to improve conditions in places like Sittwe, they regularly come up against obstacles that are wired into the very culture. Case in point, even though international NGOs and press are highly active in affected areas, they frequently go up against a deluge of aggressive anti-Rohingya signs written in English—clearly meant to deter foreign press and aid workers. 

Like other foreign instructors, Ben had to work through these obstacles and the feelings of resentment and weariness. He did his best to design an engaging curriculum that appealed to a basic sense of fairness and the idea of human rights as universal to everyone. In addition to covering topics of genocide, he included content relevant to the Rakhine State such as child labor, sex trafficking, and government oppression. Despite the success of the program, academic opportunities in Sittwe are local and largely isolated to programs operated by foreign NGOs like PDI. In fact, out of fear of incurring the ire of the Myanmar government, the Institute does not openly advertise its human rights courses. Instructors such as Ben are, essentially, putting themselves in danger. “They’re taking a lot of risk,” he noted. “People have gone to prison for a lot less than what they’re doing.” Yet conviction in their work and the work of PDI brings them back.

To make this trip a reality, Ben relied on a number of TC resources. He found the faculty in his program a huge help with preparation for his travel. In addition to his mentor, Professor Felisa Tibbitts, Ben also worked with Dr. Mary Mendenhall to develop the curriculum and course materials. He was also able to take advantage of several funding sources such as Columbia’s Advanced Consortium on Cooperation, Conflict, and Complexity (AC4), which offers fellowships for students doing research on conflict resolution and peace education. He also recommended the Carmela and Marie F. Volpe Fellowship for International Service in Education as another great resource for students looking to do research abroad.

By: Paulo Ribeiro & Blessing Nuga

Edited by: Bing Quek


Tehreem Asghar, M.A. student in International Educational Development

Department of International & Transcultural Studies

Tehreem Asghar had a global upbringing that spanned Pakistan, South Africa, Saudi Arabia, and finally Qatar, where she studied at Georgetown University’s branch campus. In light of this, it isn’t all that surprising that Asghar developed an interest in social interactions and international politics. Her experience as a student at the Qatar Georgetown University branch campus made her curious about the experiences of other students enrolled at international branch campuses. In particular, she began to consider how those students experience study abroad at their institution’s original campus in the United States. These are the questions that led her to Teachers College, where she is pursuing a degree in International Educational Development.

For Asghar, an examination of existing literature on international students’ study abroad experiences in the U.S. proved fruitless. Many of the sources she did find were outdated and to her, failed to accurately reflect the student experience or even the student voice. As a student who had attended a branch campus, but had no study abroad experience, she was disappointed with the scarcity of perspectives recognizable to her and others like her. “They have a lot of research that’s done on U.S. students studying abroad in various parts of the world, and that got me very interested in seeing how the experiences of other students that are not in the U.S. are documented.” To further explore these interests, Asghar conducted a qualitative study where she interviewed ten international students studying abroad in the U.S. Her work yielded interesting, and perhaps even surprising, findings. Overall, the students she spoke to found it easier to become involved in civic engagement while studying abroad in the U.S. She suggests that the political contexts in students’ home countries may not promote or even support civic engagement—at least not to the level that is encouraged in the U.S. That being said, her findings also suggest that students found the branch campuses to be more diverse and academically rigorous.

For Asghar, the results of this study are only the beginning. She wants to continue with this research in order to expand existing literature and, hopefully, the field as a whole. In this way, she also hopes to lend a voice to her fellow students. With her own experiences in mind, Asghar believes that there needs to be more open and constructive spaces for new voices from previously unrepresented or underrepresented populations. These voices are vital to the advancement of the field. “When people from those communities are documenting their own experiences or the experiences of their own communities, I think that needs to be celebrated.”

By: Tanwaporn Watanaporn & Blessing Nuga


Caitlin Thomas

Department of International & Transcultural Studies

I thought we could start off by you telling me a little bit about yourself—where are you from? What are you studying and why did you choose TC?

I grew up in Fairfax Station, Virginia, about 45 minutes outside of DC. I received my BA from Virginia Tech in International Studies with a Business focus and a Spanish minor. After graduation, I applied for Peace Corps service and waited about 12 months to depart for Mongolia as an English Education and Community Development volunteer. During my waiting period, I was working in Fairfax County Public Schools and teaching English to adult learners. In service, I was placed in the most western province of Mongolia in a secondary school. I was teaching English to grades 5th to 11th, hosting English clubs, overseeing English and sports competitions, and working with the Disability Center raising awareness about students with disabilities. From this experience, I realized the value of a quality education and the importance of equitable access to that education.

I stayed three years in that role as a volunteer, serving one year longer as I fell in love with my school and community. After returning to the US, I worked for Peace Corps Headquarters on a legal team for two years, and realized my desire to get back into the field of education was strong. I learned about the International and Comparative Education (ICE) program at Teachers College from a former volunteer and really saw my future aligning with this program. After coming to visit the program and learning more about the school, I knew that this was the right place for me. I am currently in the Comparative and International Education (CIE) program, focusing on LGBTI and gender-related issues in schools. I hope to continue to work with LGBTI youth, either as a researcher or as a practitioner, working in NYC or DC schools.

Can you discuss the kind of research/work you did before you attended TC? Did these experiences impact your career/research goals/decision to attend TC?

During my Peace Corps service, I was an English teacher in a secondary school for three years in Mongolia. Upon returning, I started working at Peace Corps Headquarters in a legal administrative role. My experience as a volunteer and employee of Peace Corps shaped my decision to attend a program with an international and comparative focus to education. Speaking with former volunteers and colleagues who attended similar programs, I was informed and drawn to the ICE program at Teachers College.

Tell me about the research you are doing now in Mongolia.

Currently, I am doing research on the LGBTI climate in Mongolian Schools by conducting an online quantitative study of Mongolian LGBTI youth aged 13-20 to further understand the issues they face on a daily basis and to shed light on how to make more inclusive classroom environments. The survey was distributed through the LGBTI Centre of Mongolia’s Facebook page [and] 193 students have taken the survey so far. Through this research, I plan to document firstly, the level of support, resources, and visibility for LGBTI youth in Mongolia. Secondly, I intend to examine ways that school environments have made safe and inclusive environments [and how we can] share and replicate these experiences. Specifically, I will look for supportive teachers and staff, access to resources that included LGBTI-related topics, school anti-discrimination policies, and school organizations that support LGBTI youth. With an idea that more supportive schools create a more desirable environment for youth to be a part of, I will test whether supportive resources are correlated with attendance, involvement in school activities, and higher grades. 

What motivated or sparked your interest in the LGBTI climate in Mongolian Schools? 

As a member of the LGBTI community, I always felt that high school was not a safe place for [me] or others who identified similarly. From homophobia and bullying, to lack of support from the school administration and lack of representation in curriculum, I was unable to be my true authentic self in high school. As I became more aware of my identity, I knew I wanted to give back to younger LGBTI youth and contribute to creating more inclusive school environments, so students could feel safer in being themselves from an early age. After I become aware that my advisor, Dr. Oren Pizmony-Levy, was doing research in the LGBTI climate in schools internationally, I immediately knew I wanted to contribute to this work.

The work that you’re doing is in a pretty remote area of the world – how has this impacted your research?

While Mongolia isn’t on the radar for most folks, it actually has a fairly modern capital, Ulaanbaatar, and has been open and inviting to foreigners and investors since it became a democracy in 1990. Since I lived there for three years, I know my way around the city, I have a deeper cultural understanding of the society, and know how to get in contact with folks in all walks of life there. Through Facebook, we have been able to gather a lot of respondents to the survey and through events at the LGBT Centre there, we have been able to promote it. So, this hasn’t impacted my work too much.

Where do you see yourself in the future?

Looking forward, I see myself working in the public or non-profit sector for a few years focused on LGBTI research or working directly with LGBTI youth. After, I would like to work with the Department of Education or Peace Corps again, in a training and development role specific to gender and LGBTI related educational issues. I am eager to get abroad again in some capacity, so perhaps down the road I will begin the process of becoming a foreign service officer; or look for NGOs and non-profit organizations globally that are focusing on LGBTI youth. However, I am always open to whatever doors may open, so only time will tell.

Is there something that I haven’t touched on that you’d like to share?

Research in this field is extremely important, and I am excited and humbled to be a part of it. I look forward to contributing to creating more inclusive and just school environments for youth around the world. 

By: Tanwaporn Watanaporn

Editor: Blessing Nuga


Selma Zaki is a second-year master’s candidate in Psychological Counseling in the Department of Counseling and Clinical Psychology. This past year, Selma and three other TC students—Charlotte Hamm, Nour Salem, and Lai la Salam—founded an initiative called In Fluency to explore the intersection of psychology and politics and examine the role of mental health professionals and other change agents within that intersection. On April 21st, In Fluency hosted their first event “Psychology Beyond Borders: Lessons from Sudan, Kashmir, Palestine, and Burma.” Co-sponsored by the Office of International Affairs (OIA), the panel featured a diverse cast of mental health experts and activists sharing their narratives about the extent to which the current political situation in their respective countries impacts citizens’ mental health.

In Fluency was born out of both a feeling of disconnect and a need to reconnect—to oneself, to the TC community, and to the outside world. For Selma, born in America and raised by Iraqi-Lebanese-Palestinian parents in Lebanon, this disconnect began when she moved to the United States to obtain her master’s degree. Like many newly matriculated students, upon arriving at TC, Selma experienced fear and a feeling of being out of place. Although she holds an American passport, she grew up in Lebanon so she felt like an international student, which ultimately led to feelings of isolation. “I felt frustrated—and I know a lot of people feel frustrated—but I was frustrated for a year and I’m usually someone who tries to translate that frustration into something, and I think that’s what I tried to do with In Fluency.”

It was these shared feelings of frustration and disconnection that brought Selma and the other co-founders of In Fluency together. “We wanted a name that was catchy and that captured the idea of understanding different cultures. […] When you’re fluent in a language, you can begin to understand the culture, so that’s where the name came from. When you’re fluent, you can influence, but only after you understand it.” Selma describes In Fluency as a space for understanding psychology on two levels—the individual and the big picture. In Fluency’s goal is to examine what is happening in other countries and what an individual can do to respond. “We’re talking about countries like Palestine, Kashmir, and Myanmar, where it’s not very easy to do anything.”

As she looks toward the future and her impending graduation in December 2017, Selma is working through the struggle that she says many international students face—does she invest herself in In Fluency at TC or does she redirect her attention back home? One thing that may sway her is whether or not In Fluency can initiate changes in the culture of the Psychology Counseling Program here at TC.

By: Melanie Cooke

Editors: Heidi Liu Banerjee & Blessing Nuga



Michelle YoungHwa Chang
, M.S., Ed.M, is a second-year doctoral candidate studying under the supervision of Dr. Erika Levy in the Department of ‌Communication Sciences and Disorders. Their research team is piloting a treatment program for children with Cerebral Palsy that have developed dysarthria, difficult or unclear articulation of speech that is otherwise linguistically normal. Michelle is in the process of developing her thesis to expand this treatment to bilingual children. 

Mrs. YoungHwa Chang’s resume is not only impressive; it also tells the story of how she found her passion for speech pathology. After obtaining her undergraduate degree in Integrative Biology from UC Berkeley, Michelle moved to Boston to work at Boston Children’s Hospital as a research assistant in a cognitive neuroscience lab that studied child dyslexia. It was the speech pathologists in the lab—who demonstrated the importance of combining treatment research with clinical practice—that sparked her interest in speech pathology. After obtaining two master’s degrees—in Education at Harvard and in clinical Speech Pathology at MGH Institute of Health Professions—Michelle joined forces with Dr. Levy, whom she had wanted to work with since her time at Boston Children’s. 
 
Mrs. YoungHwa Chang hopes to continue research on children with dysarthria by examining whether the current treatment protocol can be generalized, or tailored, to bilingual and multilingual children; as an Korean-English bilingual herself, she plans to begin with this population:  
 
“I think treatment research is one of the most important research that we need to be doing because there hasn’t been a lot of research done on speech treatment for children with cerebral palsy. If clinical practices are not evidence-based, then it’s difficult to know whether therapies are being done correctly. This is the area where I’d like to contribute as a researcher. Also, there are so many children that speak more than one language in this country, and we need to be able to tailor our therapy to fit these kids’ needs. So I’d like to take the research a step further and work with bilingual children, and to see how treatment affects both languages.”
 
This is ambitious work, and it’s through the support of her research team, and Dr. Levy, that Michelle finds confidence and motivation to look internationally: “I’m at that stage, looking for collaborators in Korea. If there hadn’t been other people in the lab who had collected data in other countries in the past, I don’t think I would’ve been able to even think about doing this…. I love that though we [lab members] all speak different languages, we are ultimately interested in doing treatment research with individuals who are bilingual or who speak a language other than English.”
 
By: Melanie Cooke
 
Editor: Blessing Nuga

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