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 feminism, education, and international development from theoretical, historical, and comparative perspectives.  I have recently taught Political Economy & Education; Theories of Wealth, Poverty & Education; and Globalization & Education.  I have also previously taught courses, such as Global Poverty, Introduction to Gender & Women's Studies and Introduction to Feminist Theory.  


One of the most meaningful aspects of my work is advising and mentoring students.  The bios of my graduate advisees at University of Wisconsin-Madison are listed below. 

Members of our advising group recently presented on the topic of "Globalizing Race: Theories, Policies, and Practices in International Education and Development" at the following 2018 Annual Meetings:

Alexandra (Alex) Allweiss is a joint-degree doctoral candidate in Educational Policy Studies and Curriculum and Instruction at UW-Madison. She is beginning as an Assistant Professor in the School of Education at Michigan State University in Jaunary 2019. Her work draws on and contributes to the fields of comparative and international education, feminist and indigenous theories, youth studies, and critical theories of education. Through this interdisciplinary lens, she explores the ways entrenched social and political systems shape young people’s lives and educational experiences, and considers the transformative possibilities of youth-centered educational spaces. Her recent research uses a decolonial feminist framework and draws on 18-months of multi-sited, transnational ethnographic fieldwork to explore the ways current policies and processes interact and shape the lives, educational trajectories, and organizing work of indigenous Maya Chuj youth and educators in Guatemala and the United States. This project builds on her previous research in both these countries and has been funded by the John and Tashia F. Morgridge Wisconsin Distinguished Graduate fellowship, the Fulbright-Hays Doctoral Dissertation Research Abroad fellowship, and the American Association of University Women’s American Dissertation 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 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 joint doctoral student in Educational Policy Studies 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 Ph.D. candidate in Educational Policy Studies with a concentration in comparative and international education. Her research examines the reconstruction of spatial, economic and racial relations in cities within the era of global education. Specifically, Shanshan’s dissertation project investigates middle and upper middle-class Chinese students migrating between a rapidly urbanizing city in south China and a predominantly white city in the Midwest US. It illuminates how global economic, social and cultural forces shape the seemingly “individual” pursuit of education and how inspirations for global educational opportunities transform class, racial, and urban landscapes in China and the US. Through the lens of student housing, her ethnography shows that the rapid increase of wealthy international students and their pursuit of luxury rentals expediated gentrification and aggravated class divisions. Meanwhile, international students’ experiences of educational and social marginalization indicate the persistence of racism and racialization that are intertwined with resurgent nationalism and xenophobia across borders. Shanshan graduated from University of International Relations with a B.A. in English Language and Literature and has a M.A degree in Social Sciences and Comparative Education from University of California, Los Angeles. Prior to graduate school, Shanshan worked as a project manager in an educational investment company, and as an English teacher in China.

 Jennifer Otting is a 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.