Teaching and Curriculum Design

Lecturer on Education, Harvard Graduate School of Education (2022-2023)

Equity and Opportunity: Citizenship and Nationality in Context (Summer 2022)*

In this course, students:

  1. engage deeply with key concepts in equity, systems of oppression, cycles of socialization and privilege, and social identities within the context of education;
  2. connect and build meaningful relationships with each other while recognizing the multiple intersecting identities, perspectives and differences people hold;
  3. make progress in understanding and reflecting on our experiences; and
  4. discuss and imagine tools of transformation for particular contexts and communities.

Students will delve into core theories, practices, and texts that apply to all social identities, while also probing identity-specific topics and challenges. In this light, this module will consider how schools distribute and restrict educational opportunities to students based on their diverse political, transnational, postcolonial, (im)migrant, refugee, and other intersecting identities. In this course, we will specifically consider the role of schools as both sites of exclusion as well as sites of potential belonging and inclusion.

Download the Equity & Opportunity syllabus here.

Language and History at School: Colonialism and Neocolonialism in Education Development in Africa (2021, 2022)

In this course, students engage critically with the history of international education development and its connections to colonialism through the lens of language-in-education policies and practices. Language provides a particularly useful lens into the ways that school policies and practices exert control over children and families, intertwining local education systems with global systems of power.

Download the Language & History at School syllabus here.

Bilingual Learners: Literacy Development and Instruction

Designed for researchers and practitioners, this course will focus on pressing issues related to bilingual students’ literacy and language instruction. The term “bilingual” in this course will be used to refer to a variety of students who have diverse and unequal experiences in more than one language and who speak or hear language(s) different from the societal language at home, but who might receive bilingual or monolingual instruction at school.

 

The course will provide opportunities to discuss and investigate the literacy development of bilingual learners and to learn and reflect about the efficacy of research-based reading methods in various instructional settings. A number of societal factors related to language and academic achievement will be explored as well: the many modes of being bilingual or multilingual, the role of linguistic minorities in society, the role of educational resources, and the impact of educational policies on bi/multilingual populations. This course will employ an interdisciplinary perspective, drawing on sociocultural, psycholinguistic, and cognitive frameworks of research.

 

Teaching Fellow, Harvard Graduate School of Education (2014-2020)

Interviewing in Qualitative Researchers with Sarah Dryden-Petersion

Education in Armed Conflict with Sarah Dryden-Peterson

Proseminar in Education with Meira Levinson

 

*Co-taught with Carola Suárez-Orosco

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