We are proud to welcome six doctoral students to our vibrant doctoral program! We are looking forward to working with and learning from them in the coming years. Each of our new students are undertaking research within a wide range of topics within the field of international and comparative education.
Livia’ research interests converge around formal and informal education structures in conflict and post-conflict settings, internal displacement and increasing access to education for refugee populations, post-conflict/post-genocide memory and trauma, the role of education in local and international transitional justice mechanisms, language, identity and peace building, decolonizing curriculums and reclaiming narratives.
Christopher’s work is situated at the intersection of research, policy, and practice relating to the work and well-being of teachers in crisis and conflict affected contexts. He is interested in the extent to which, if at all, teachers' identities, experiences, and expertise inform humanitarian programming and, in particular, how this corresponds with teacher professional development outcomes and teachers' impact on adolescent learning and well-being.
Sarah’s scholarly interests include peace education, family and communities as educators, sustainable development, and nutrition. For her Masters’ Integrative Project, Sarah researched permaculture, a method of sustainable development, in Costa Rica and how it contributes to Gross National Happiness. She is interested in the role of experiential learning opportunities in driving transformation and the question: How do educators optimize learning for multicultural youth and young adults to cultivate peaceful and sustainable futures?
Prior to joining the program, Puskar was a schoolteacher and an English technical trainer for the Peace Corps. He also led a teaching improvement program for a public school in Solukhumbu, the academics of a private school in Bhaktapur, and an EFL teacher-training department within the Ministry of Education. Puskar is committed to the field of language and literacy to help enhance school access and success of historically marginalized language minorities. He plans to explore and examine the effectiveness of multilingual schooling in linguistically diverse Nepal.
Katrina is interested in the role of multi-national corporations in funding and supporting global education, particularly within education public-private partnerships. Her research centers on understanding the sense-making process of different stakeholders in these partnerships, how partnerships are portrayed versus enacted, and how private actors' decision-making to align with Sustainable Development Goals (SDGs) varies across different historical, political and economic contexts in the Global South.
Encan’s academic interests center on the dynamics of educational change and the role of the social, political, and cultural contexts in informing this change. She is interested in how public opinion shape schools’ decision-making processes, and how partnerships between schools, non-governmental organizations (NGOs), and EdTech companies contribute to school improvement in areas such as educational equity, sustainability education, and achievement.
Good luck Livia, Christopher, Sarah, Puskar, Katrina, and Encan!
The International and Comparative Education Program prepares doctoral students to enter academia and/or assume leadership positions in various organizations in the field. Our teaching framework emphasizes theory, disciplinary and content knowledge specific to sub-fields, research methods, and applied skills. If you are interested in applying to our doctoral program, visit the Office of Admission.