School of Education and Human Development

The CGII grant will support the final stage of my dissertation research, which entails examines how Tibetan communities on the margins of the Sinosphere use supplemental education programs to navigate Chinese hegemony exerted through mainstream schooling.

It is estimated that 35 million displaced people are children, with 340,000 children born into displacement every year.

This field experimental study will test whether home-based support can promote early literacy skills in Nigeria and Kenya.

Academic knowledge production often involves imbalances of power, as researchers from the Global North have frequently conducted studies in marginalized communities in the Global South.

This project explores the implications of the Education Revolution - i.e. global spread of mass formal education and the meanings it creates.

Just how pervasive among teachers, students, and communities are state-supplied narratives of what constitutes legitimate knowledge and academic achievement?

In this project, I aim to provide a sustained ethnographic account of how students from China attending US universities approach a global citizenship initiative in rural Henan, China.