Learning In and Out of School: Education across the Globe
Kevin Barry (MS and EdS, Science Education, Florida Institute of Technology) is interim director of the Kaneb Center for Teaching and Learning at the University of Notre Dame. He helps faculty members and TAs choose and implement pedagogical strategies and technology tools and works with departments on program assessment and curriculum revision projects.
A fellow of the Institute for Latino Studies and a member of the Migration Working Group, Barry spent five weeks in 2007 working with the Center for Innovation and Quality in Teaching at the University of Talca, Chile on a Fulbright Senior Specialist Program Grant. He serves on the Board of Directors of the Professional and Organizational Development Network (POD).
Barry team-teaches “La telenovela: género, significado cultural y producción estudiantil,” a project-based multidisciplinary course designed to enhance the media literacy of students while they develop language skills.
W. Martin Bloomer (PhD, Yale University) is associate professor of classics at the University of Notre Dame, where his areas of research lie in Latin literature, ancient rhetoric, and ancient education. His books include Valerius Maximus and the Rhetoric of the New Nobility (University of North Carolina Press, 1993), Latinity and Literary Society at Rome (University of Pennsylvania Press, 1997), The Contest of Language: Before and Beyond Nationalism (University of Notre Dame Press, 2005) and The School of Rome: Latin Studies and the Origins of Liberal Education (University of California Press, 2011).
Susan D. Blum (PhD, University of Michigan) is professor and chair of the Department of Anthropology and a Kellogg Institute faculty fellow at the University of Notre Dame. She works on the nature of the self and its relation to language, meaning, and society, doing so in the context of ethnic and national identity in China (Portraits of “Primitives”: Ordering Human Kinds in the Chinese Nation, Rowman & Littlefield, 2001); deception and truth in China and across cultures (Lies that Bind: Chinese Truth, Other Truths, Rowman & Littlefield, 2007); and plagiarism among US college students (My Word! Plagiarism and College Culture, Cornell University Press, 2009).
Current projects include “Learning versus Schooling: A Professor’s Re-education” and a cross-cultural comparison of higher education. Among her other publications are Making Sense of Language: Readings in Culture and Communication (Oxford University Press, 2009; 2nd ed. forthcoming). Blum teaches on anthropological theory, linguistic anthropology, the anthropology of childhood and education, food and culture, and psychological anthropology.
Catherine Bolten (PhD, University of Michigan) is assistant professor of anthropology and peace studies and a Kellogg Institute faculty fellow at the University of Notre Dame. Bolten’s research interests include the ethics of post-war development, education policy and practice, youth, and morality. Her primary field site is the town of Makeni in northern Sierra Leone. Her book I Did it to Save My Life: Loyalty and Survival in Sierra Leone is forthcoming from the University of California Press in the flagship Series in Public Anthropology. Bolten has previously consulted for the United Nations World Food Programme and Physicians for Social Responsibility and has conducted extensive fieldwork on ethnobotany, eco-tourism, and development in Botswana. Her articles appear in The Journal of Modern African Studies and The Journal of Political Ecology.
Tamo Chattopadhay (EdD, Teachers College, Columbia University) is assistant professor of practice and director of international educational development at the Institute for Educational Initiatives and a Kellogg Institute faculty fellow at the University of Notre Dame. Chattopadhay’s teaching and research interests include linkages between post-primary education and development in a global era, adolescent socialization, youth entrepreneurship, and education innovations in diverse contexts of poverty. Formerly an adjunct assistant professor at the School of International and Public Affairs, Columbia University, Chattopadhay consults with multilateral agencies on applied policy research in international educational development. Prior to academia, Chattopadhay was a vice president at JP Morgan in New York City.
Meghan M. Chidsey (PhD candidate, Teachers College, Columbia University) studies issues of gender, identity, power, trauma, and mythology—the heterogeneous ways in which individuals make and remake the self—with a current focus on Hindu war widows in North India. She previously conducted work on the intersections of schooling and NGOs in Ethiopia while earning an MS Ed at the University of Pennsylvania. A former high school chemistry teacher in Philadelphia, she is presently a 5th and 7th grade math tutor in Harlem and has served as a teaching assistant for undergraduate courses on law and society, archaeology, African studies, and social theory.
Hae-Joang Cho (PhD, University of California, Los Angeles), a practicing cultural anthropologist and feminist, is a professor of cultural anthropology at Yonsei University in Seoul, South Korea. With early research on gender, her current work focuses on youth culture and modernity in the global/local and post-colonial context of modern-day Korea. Publishing in both Korean and English, she has written extensively on culture and gender issues in contemporary Korea.
Cho teaches on gender and society, globalization, popular culture, family sociology, and methodology. She is the founding director of the Haja Center (Seoul Youth Factory for Alternative Culture), an alternative educational and cultural studio for teenagers. The Haja project was launched in 1999 as a part of an effort to solve the problems of youth and adults through research and practice grounded in East Asian perspectives of feminism and cultural studies.
Cindy Dell Clark (PhD, University of Chicago) is visiting associate professor of anthropology at Rutgers University–Camden and a fellow in the Society for Applied Anthropology. Clark has spent most of her adult life doing research focused on children’s experiences and vantage points. She gained her early research skills as an applied qualitative researcher and later brought her honed technical know how to academia.
Clark is the author of In Sickness and in Play: Children Coping with Chronic Illness (Rutgers University Press, 2003) and Flights of Fancy, Leaps of Faith: Children's Myths in Contemporary America (University of Chicago Press, 1998). Her most recent book, In A Younger Voice (Oxford University Press, 2010), provides a methodological toolkit to help others do child-centered ethnographic inquiry. In ongoing research, she studies children’s firsthand roles in ritual and play, and the substantial part this activity exerts in sustaining and shaping larger social dynamics.
Peter Demerath (EdD, University of Massachusetts) is associate professor in the Department of Organizational Leadership, Policy, and Development and coordinator for the Educational Administration Program at the University of Minnesota.
Demerath’s inquiry and teaching are animated by an abiding interest in illuminating the cultural basis of everyday educational practices. Ideally, his scholarship constitutes a way of “seeing” that attempts to reconstruct the cultural logic of how individuals and groups formulate educational problems and respond to them. He seeks to contribute both to scholarly understandings of educational phenomena and recommendations for policy and practice.
Demerath’s research focuses on the role of class culture in the perpetuation of social inequality through education. In particular, he has studied high school students in comparative perspective in Papua New Guinea and in the United States. Author of numerous articles and book chapters, his most recent book is Producing Success: The Culture of Personal Advancement in an American High School (University of Chicago Press, 2009).
Carolyn Edwards (EdD, Harvard University) is Willa Cather Professor at the University of Nebraska–Lincoln, in the Departments of Psychology and Child, Youth, and Family Studies. Beginning with research in Kenya, she has studied child development in several countries, including children in the context of the family in villages in Kenya and the Mayan highlands of Mexico; public early childhood systems in Italy and Norway; and children’s welfare institutions in China. She is currently studying strategies for strengthening mathematics education in K-3 American classrooms, and strategies for enhancing young children’s school readiness through strengthening parent-professional partnerships. Much of her writing describes and analyzes relationship-building practices and pedagogical documentation in the infant-toddler centers and preschools in northern and central Italy. She has authored books and articles describing the early childhood philosophy and practice of programs in Reggio Emilia and Pistoia, Italy.
Christine Finnan (PhD, Stanford University) holds a joint appointment in the Departments of Teacher Education and of Sociology and Anthropology at the College of Charleston, South Carolina. Her initial research interest was in occupational identity development among adult Vietnamese refugees, but in moving to Charleston, she became involved in promoting and studying comprehensive school reform, particularly of low functioning schools. Currently, she focuses on children’s development of a sense of self within the school context, and in particular on their sense that they can accomplish challenging tasks, belong and contribute to social groups, and engage in meaningful work.
Although most of her research to date has been conducted in the United States, she will take a group of students to India this summer to examine childhood comparatively. She hopes this work will lead to additional research opportunities in India.
Vanessa L. Fong (PhD, Harvard University) is associate professor at the Harvard University Graduate School of Education. She is the author of Only Hope: Coming of Age under China’s One-Child Policy (Stanford University Press, 2004), winner of the Francis Hsu Prize for East Asian Anthropology, and of Paradise Redefined: Transnational Chinese Students and the Quest for Flexible Citizenship in the Developed World (Stanford University Press, 2011). She is on the editorial boards of the China Quarterly and the China Journal.
Fong is interested in how the experiences of a partly transnational cohort of Chinese only-children and their families shed light on theories of education, gender, human development, economic development, transnational migration, and demographic, medical, linguistic, and psychological anthropology. Her longitudinal research focuses on a cohort of youth born under China’s one-child policy between 1979 and 1986.
She is also working on collaborative projects that examine relationships between socioeconomic trajectories, parenting beliefs and practices, and toddlers’ language development, including one that compares Chinese toddlers with the children of African American and immigrant New Yorkers.
Suzanne Gaskins (PhD, University of Chicago) is professor of psychology at Northeastern Illinois University in Chicago. She has done continuous fieldwork in a traditional Yucatec Mayan village in Mexico since 1977, integrating psychological and ethnographic approaches to the study of children’s everyday lives and their development from infancy through middle childhood. She speaks Yucatec Maya fluently and uses it as her primary language for doing fieldwork. She has also worked with children’s museums in the United States since 1989, doing research on how families interact in exhibits, how characteristics of exhibits influence that interaction and what cultural differences there are in visitors’ agendas.
Focusing in particular on the development of Yucatec Mayan infants and children, her research centers on cultural influences on human development across a wide range of topics, including childhood learning in context, infant interactions with people and objects, the role of play and work in development across cultures, the developmental evidence for linguistic relativity beginning in middle childhood, and the influence of cultural change on socialization practices.
Stuart Greene (PhD, Carnegie Mellon) is associate professor of English and director of an undergraduate minor in education, “Education, Schooling, and Society,” with an appointment in the Center for Social Concerns at the University of Notre Dame. His research has focused on the intersections of race, poverty, and achievement in public schools. This work has led to the publication of his coedited volume, Making Race Visible: Literacy Research for Racial Understanding (with Dawn Abt-Perkins, Teachers College Press, 2003), for which he won the National Council of Teachers of English Richard A. Meade Award in 2005. He also edited Literacy as a Civil Right (Peter Lang Publishing, 2008) and coedited From Bedtime Stories and Book Reports: Connecting Parent Involvement and Family (with Catherine Compton-Lilly, Teachers College Press, 2010). He is currently working on Creating Spaces of Hope: African American Parents, Their Children, and Geographies of Opportunity (Teachers College Press, forthcoming).
John Herzog (PhD, Harvard University) is professor emeritus of education at Northeastern University, where he cofounded and served as director of the Human Services Program. During his long career he has studied issues such as community schools, childrearing in foraging societies, and ethnic differences in attitudes toward education. From 1968 to 1971, he served as a field director of the Child Development Research Unit at University College Nairobi in Kenya.
Herzog opted for early retirement in 1995 to pursue on-site research on compagnonnage, a traditional and comprehensive French apprenticeship-and-education program for youth. In compagnonnage, many features of non-school education, such as formal initiation, character education, residence outside the family, participation in adult settings, and instruction by "near peers" are effectively allied with academic instruction. Herzog is currently working on a book on the subject.
Rebecca Klenk (PhD, University of Washington) is a sociocultural anthropologist who teaches interdisciplinary courses in global studies, women’s studies, and Asian studies at the University of Tennessee–Knoxville. Her research has focused on education, gender, development, and globalization in Himalayan India. She is the author of Educating Activists: Development and Gender in the Making of Modern Gandhians (Lexington Books, 2010).
David F. Lancy (PhD, University of Pittsburgh) is professor emeritus of anthropology at Utah State University. Originally from western Pennsylvania, he has done fieldwork in Liberia, Papua New Guinea, Trinidad (Fulbright Fellowship), Sweden (Fulbright Fellowship), and the United States. His research interests include the study of cultural influences on children’s literacy, ethnographic research methods, and the anthropology of childhood. Lancy’s teaching interests include the study of ancient civilizations, especially Egypt, and the anthropology of childhood. He currently teaches two courses online: Egypt and the Ancient Civilizations of the World, and Children and Culture. In 2001, Lancy was honored by the Carnegie Foundation as Utah’s professor of the year. In 2011, he received the D. Wynne Thorne award as Utah State’s outstanding scholar.
Leslie C. Moore (PhD, University of California, Los Angeles) is an applied linguist and a linguistic anthropologist in the School of Teaching and Learning at The Ohio State University. Her research examines the social and cultural patterning of language and literacy development in communities whose members use multiple languages and participate in multiple schooling traditions.
Moore specializes in language socialization research, an ethnographic and interactional discourse analytic approach to the study of human development and learning. She has worked in northern Cameroon and in the Somali community in Columbus. Her research has been funded by the National Science Foundation, the Ford Foundation, the Spencer Foundation, Fulbright, and the Ohio Humanities Council/National Endowment for the Humanities.
Her work has appeared in many interdisciplinary journals and reference works, including Text & Talk, Social Analysis, Language Arts, Language & Communication, Studies in African Linguistics, The Handbook of Language Socialization, The Anthropology of Learning in Childhood, and The Encyclopedia of Language and Education.
Elisa (EJ) Sobo (PhD, University of California, San Diego), professor of anthropology at San Diego State University, is a sociocultural anthropologist specializing in health. She is presently on the editorial boards of Anthropology & Medicine and Medical Anthropology and she is the book reviews editor for Medical Anthropology Quarterly as well as cochair of the American Anthropological Association’s Committee on Public Policy. In the past, Sobo has served as an elected member of the Society for Medical Anthropology’s executive board as well as on the Royal Anthropological Institute’s Medical Committee in the UK. Her current research examines cultural models of child development as applied in classroom teaching, particularly in the Waldorf or Steiner education system.
Gail (Israel) Weinstein (M Ed, University of Alaska) has actualized her training as an anthropologist and educator advocate to improve the health, socio-emotional and economic well being of children and their families within communities of poverty. Working with Cook Inlet Tribal Council Inc. of Alaska for more than a decade, her commitment and team leadership success in education is evidenced by the remarkable graduation and college acceptance achievements of her students. Her work with Alaskan Native youth and the community in the public school system earned her the President’s Service and Civic Participation Award in 2006 and she was an invited guest at the White House Roundtable “Compassion in Action” in 2008.
Weinstein has served as representative and spokesperson for various nongovernmental agencies and Indigenous communities through her work with UNICEF, the African Medical Research Foundation, the Kenyan Ministry of Health, the Department of Community Medicine University of Zimbabwe and Save the Children (UK).