My courses use social theory and political economy to critically examine the relationships among people's lives, knowledge, institutions, polices, and practices in the fields of education, feminism, and international development from a theoretical, historical, and comparative perspective. I have recently taught the following courses at University of Wisconsin-Madison: Political Economy and Education, Theories of Wealth, Poverty, Inequality & Education, and Globalization & Education. I have also previously taught courses, such as Introduction to Gender & Women's Studies and Introduction to Feminist Theory.
Advising and mentoring students is one of the most meaningful aspects of my work. The bios of my graduate advisees at University of Wisconsin-Madison are listed below.
Come see members of our advising group present on the topic of "Globalizing Race: Theories, Policies, and Practices in International Education and Development" at the following 2018 Annual Meetings:
- Comparative and International Education Society, Globalization and Education Special Interest Group Highlighted Session, March 29th in Mexico City.
- American Educational Researchers Association, Division G, April 13-17th in New York City.
Alexandra (Alex) Allweiss is a joint-degree doctoral candidate in Educational Policy Studies and Curriculum and Instruction at UW-Madison. Alex’s scholarship explores youth agency, organizing, and social justice in educational and community spaces. Her dissertation examines these issues through the lens of transmigration. Her ethnographic and participatory dissertation research brings together theories and perspectives on social movements, migration, indigeneity, education, youth organizing, and constructions of difference to examine the ways Guatemalan Chuj (Maya) educators and youth understand, resist, and challenge dominant discourses, policies, and systems of oppression and imagine the possibilities for greater equity and social justice in domestic and international contexts. This project is funded by the John and Tashia F. Morgridge Wisconsin Distinguished Graduate fellowship and the Fulbright-Hays Doctoral Dissertation Research Abroad fellowship. Prior to graduate school, she taught middle school and high school in Guatemala. Alex’s recent publications include:
Allweiss, A., Grant, C., and Manning, K. (2015). Behind the photos and the tears: media images, neoliberal discourses, racialized constructions of space and school closings in Chicago. Race Ethnicity and Education, 18 (5): 611-631.
Allweiss, A. (2015). ‘Lost in a Mountain’: A Case Study of Research Tensions in a Chuj Maya Town. In K. Bhopal and R. Deuchar (eds.), Researching Marginalized Groups. London/New York: Routledge.
Tarsha Herelle is a second year Ph.D. student in Education Policy Studies with a concentration in Comparative and International Education. Tarsha is interested in how privatization is imbricated with race, gender, and coloniality and how privatization in education is experienced by those it is intended to serve across the Americas. Her current work focuses on understanding how a private education institution and Parents of Color make sense of racialized discourses around school choice policies in a predominately white Midwestern city. Her dissertation research will examine the uses of racial and gender logics in the privatization of higher education targeting mostly Afro-Brazilian and mixed race students in Brazil. Tarsha graduated from DePaul University in 2001 with a B.A. in Communication Studies and a minor in Sociology. She has a M.Ed in Special Education and Human Development from the University of North Carolina in Greensboro and a M.Ed in Educational Administration from Arizona State University. Prior to graduate school she taught fifth grade Language Arts and Science in Phoenix, Arizona. Her favorite pastimes include spending time with her family, reading, and traveling.
Tyler Hook is a second year joint doctoral student in Educational Policy Studies (concentration Comparative and International Education, Advisor: Kathryn Moeller) and Cultural Anthropology (Advisor:Amy Stambach). His research examines the influence of corporate actors on educational policy and educational development projects in sub-Saharan Africa. His current work critically analyzes corporate engagement in education and development and how it is transforming educational spaces, community engagement, educational labor, and community views of corporate and state actors in West Africa. Tyler has extensive experience as a researcher and educational development professional in Sierra Leone, Liberia, and Ethiopia, and holds Master degrees from the University of Pennsylvania in International Educational Development and the University of Edinburgh in Africa and International Development, and a BA from Hope College in History, Political Science, and Religion. Prior to his doctoral studies, he worked as a teacher in the United States, Burundi, Thailand, and Japan, and as a teacher development facilitator with the Peace Corps in Malawi.
Shanshan Jiang is a third-year Ph.D. student in the Education Policy Studies with a concentration in Comparative & International Education. Originally from China, Shanshan completed her undergraduate studies at the University of International Relations in Beijing and her master’s degree in Social Sciences & Comparative Education at UCLA. Before entering UW-Madison, Shanshan worked as a project manager in an international education company in Hefei, China. She was responsible for the management of undergraduate cooperative programs between Chinese colleges and U.S. universities. This experience inspired her dissertation research on globalization, racialization, and student mobility in higher education between China and the U.S.
Jennifer Otting is a fourth year Ph.D. student in Education Policy Studies with a concentration in Comparative & International Education. She has spent the last sixteen years working as a teacher, trainer and non-profit administrator in the United States, Gambia, India, Turkey, Myanmar, Brazil and Kosovo. Her research examines the discourse around fragile states and how it impacts education policy. Her master’s research looked at the interpretation of Kosovo’s newly reformed citizenship education policy at the different policy levels and the multiple contradictions created by the intersection of policy and discourse. Her dissertation utilizes the same theoretical framework to analyze the education policy reform in Myanmar.