My research investigates the cultural learning and citizenship practices that occur in transnational communities, particularly among young people growing up in the Latino diaspora, between Latin American and Caribbean countries of origin and United States and European countries of settlement. In multiple sites in Central America, the United States, and Spain, I have examined how diaspora young people craft their own identities and learn to belong, participate, and work for change in multiple national communities. Along with critical ethnography, I use participatory action research methodologies to partner with diaspora youth in my research, exploring ways that the research can support their own processes of inquiry, self-definition and belonging. My teaching and research reflect my broad interest in bringing a cross-cultural comparative perspective to the study of how people build and use knowledge for social change.
keywords
Transnational migration, citizenship, participatory research, anthropology of education
EDUC 4015 - International / Comparative Education
Primary Instructor
-
Fall 2020 / Fall 2022 / Spring 2024
Comparatively studies education in other countries, emphasizing its role in developing nations, with an emphasis on successful models in basic literacy, primary education, secondary curriculum and teacher education. Analyzes political, social and economic policies and ideologies for their relevance to the development process, including the role of international organizations: World Bank, UNICEF, UNESCO, Peace corps and Volunteer Agencies. Same as EDUC 5015.
EDUC 4110 - Cultural Mentoring with Dual Language Learners
Primary Instructor
-
Spring 2022 / Spring 2023 / Spring 2024
Introduces students to cultural mentoring, the role of cultural identity in schooling, and culturally responsive pedagogies through a partnership with a local elementary School. Students will be assigned fifth grade mentees to work with throughout the semester and will work with other mentors to plan group activities for the after-school program. Requires 2 hours/per week outside of meeting times for participant-observation at a local elementary school. Mentors can repeat the mentoring component one time for 1-credit. This course is designed for first generation and/or students from minoritized backgrounds who can serve as role models for Elementary students in a Dual Language Program. Interested students should contact the instructor prior to enrolling. Previously offered as a special topics course.
EDUC 4800 - Special Topics
Primary Instructor
-
Fall 2019 / Spring 2020 / Spring 2021
Designed to meet needs of students with topics of pertinent interest. May be repeated up to 18 total hours.
EDUC 5015 - International / Comparative Education
Primary Instructor
-
Spring 2019 / Fall 2020 / Fall 2022 / Spring 2024
Comparatively studies education in other countries, emphasizing�its role�in developing nations, with an emphasis on successful models�in basic literacy, primary education, secondary curriculum and�teacher education.�Analyzes political, social and economic policies and ideologies for their relevance to the development�process, including the role of international organizations: World Bank, UNICEF, UNESCO, Peace Corps and Volunteer Agencies. Same as EDUC 4015.
EDUC 6245 - Latinx Education Across the Americas
Primary Instructor
-
Fall 2023
Examines Latinx education across the Americas in comparative perspective, exploring critical issues, themes, and cross-border movements that link Latinx education in the United States and Latin American education. Considers the socio-historical, cultural, and political contexts that shape the education of Latinx communities, with special attention to issues of race, cultural and national identity, and representation as these are negotiated in schools.
EDUC 6260 - Transnational Migration, Education, and Citizenship
Primary Instructor
-
Spring 2021 / Fall 2022
Examines the education of transnational migrant youth and families in comparative perspective, with a focus on citizenship formation. Compares state-led responses to diversity through education and integration policies with the transnational practices of distinct migrant and diaspora communities in both the United States and Europe. Considers the educational experiences of distinct types of migrants, including undocumented immigrant students and their families and university students studying abroad, and implications for citizenship.
EDUC 6325 - Anthropology of Education
Primary Instructor
-
Fall 2018 / Spring 2020 / Spring 2022 / Spring 2023
Applies anthropological perspectives to research in educational settings. Focuses on theories of culture, cultural transmission and acquisition, and cultural reproduction and production for understanding schooling and its outcomes.
EDUC 6804 - Special Topics
Primary Instructor
-
Spring 2018 / Fall 2019 / Spring 2021 / Fall 2021 / Spring 2022 / Spring 2023 / Spring 2024
May be repeated up to 12 total credit hours.
EDUC 8250 - Qualitative Research Methods in Education
Primary Instructor
-
Fall 2018 / Fall 2019 / Fall 2020 / Fall 2021
This course has three main goals. First, it introduces students to the purposes of qualitative research methods in education foregrounding issues of equity and justice. Second, it develops students� capacity to design consequential qualitative research through consideration of issues including power and ethics. Third, it supports students in reading and analyzing qualitative research with attention to the relationship between theory and data, answerability to communities and contexts, and diverse and creative ways of representing research.
EDUC 8260 - Qualitative Methods II
Primary Instructor
-
Spring 2018
Builds on EDUC 8250 to develop knowledge and skills in ethnographic and case study research. Second of a two-course sequence covering qualitative research design, theoretical perspectives, and methods.
EDUC 8730 - Advanced Qualitative Data Analysis
Primary Instructor
-
Fall 2023
Requires students begin semester with qualitative data already collected (from class project, pilot study, dissertation). Instructors present diverse methods of analyzing data and writing about interpretations. Instructors customize part of course to address specific topic of expertise, e.g., discourse analysis, video analysis, textual analysis, ethnographic analysis. May be repeated up to 12 total credit hours.
