Sarah A. Robert
Director, Social Studies Education Program
Affiliated Faculty, Global Gender Studies
Learning and Instruction
- Politics and Policies of Education Reform
- Teachers' Work and Teachers' Knowledge
- Globalization and Neoliberalism
- Gender and Education
- Education Politics, Policies, and Reform in Comparative/International Perspective
- Social Studies Teaching and Curriculum
- Qualitative Methodologies
Ph.D., Educational Policy Studies, University of Wisconsin-Madison
M.A., Latin American Studies, University of California, San Diego
B.A., History and Political Science, University of Rochester
NYS Teaching Certification, Secondary Education Social Studies, University of Rochester, Warner Graduate School of Education and Human Development
My research focuses on understanding how teachers’ work and teachers’ knowledge are affected by neoliberal education reform. I am specifically concerned with how teachers understand and then do policy in and out of the classroom. I often look at the ways gender is involved in these struggles for educational change and equity. I focus on educational reform in the Americas, particularly in Argentina and the United States. In these contexts I conduct ethnographic and qualitative studies of global reform initiatives from the perspective of local communities.
I was a certified social studies teacher in New York State. I have lived and taught in three nations: Argentina, Costa Rica, and the United States. As a result of my experiences I strive to incorporate global, diverse, and interdisciplinary perspectives into my classes. I teach Master's and doctoral courses about curriculum and instruction, gender, and social studies. I also direct the Social Studies Education Program.
Full academic CV available on Web site.
For more information about Global Gender Studies go to the home page.
*Denotes a graduate student co-author or co-presenter.
Robert, S. A. (in press). Neoliberal education reform: Gendered notions in global and local contexts. New York, NY: Routledge. (250 pages)
Robert, S. A. and M. B. Weaver-Hightower (Eds.). (2011). School Food Politics: The Complex Ecology of Hunger and Feeding in Schools around the World. New York: Peter Lang. Global Studies in Education.
- 2012 Critics Choice Book Award of the American Educational Studies Association (AESA) for making an outstanding contribution to scholarship in the Social Foundations of Education field.
Latham, K. (2012, March 2). Teachers College Record.
Journal, Special Issue Editor
(*denotes graduate student)
Robert, S. A., Pitzer, H.K,* & Muñoz García, A.L.* (Eds.). Examining Intersections of Gender and Neoliberalism in Education Work. Gender and Education. Anticipated publication date 2016.
Robert, S.A. (2016). Teachers, Social Media, and Policy: Rethinking Street-Level Bureaucracy in a Digital Age. The Peabody Journal of Education 91 (5).
Robert, S. A. (2014). Extending theorisations of the global teacher: Care work, gender, and street-level policies. British Journal of Sociology of Education. Retrieve from: http://www.tandfonline.com/eprint/BdIKz3cQevVzZCPHyDYK/full#.U_daA0vxWCg
Robert, S. A. & McEntarfer, H.K.* (2014). Teachers' work, food policies, and gender in Argentina. Anthropology & Education Quarterly 45(3), 260-275.
Robert, S. A. (2013). Incentives, teachers, and gender at work. Education Policy Analysis Archives 21(10), 1-25.
Robert, S. A. (2012). “You must say goodbye at the school door:” Reflections on the tense and contentious practices of an educational researcher-mother in a neoliberal moment. Workplace: A journal for academic labor 21.
McEntarfer, H. K.,* Skiba, D., Robert, S. A. (2012). Entering into dialogue with the taboo: Reflective writing in a social work human sexuality course. Journal of Writing Research 4(1): 81-105.
Robert, S. A. (2012). (En)gendering responsibility. A critical news analysis of Argentina’s education reform, 2001-02. DISCOURSE: Studies in the Cultural Politics of Education 33(4): 1-14 .
Robert, S. A. (2009). Misturando-se nas universidades brasileiras: Analisando processos de globalização em políticas de ação afirmativa. [Blending into Brazil’s universities: A content analysis of Affirmative Action policies]. Currículo sem fronteiras 9(1): 193-213.
Gvirtz, S. & Robert, S.A. (2002). A new source for reconstructing the history of education and the classroom: Argentine primary school multi-task notebooks. History of Education Review 31(1): 69-80.
Mehan, H. B. & Robert, S. A. (2001). Thinking the nation: Representations of nations and the Pacific Rim in Latin American and Asian textbooks. Narrative Inquiry 11(1): 195–215.
Robert, S. A. & Martell, A. E.* (in press). Examining change in gender representations: Argentina’s history textbooks, 1941–1999. In J. H. Williams (Ed.), (Re)building memory: School textbooks, identity, and the pedagogies and politics of imagining community. Textbooks, identity, nation and state (Vol 2). (25 pages). Boston, MA: Sense Publishers.
Robert, S.A.. (in press). School lunch and gender. In P. B. Thompson & D. M. Kaplan (Eds.), Encyclopedia of food and agricultural ethics. Dordrecht, Germany: Springer.
Robert, S.A., McEntarfer, H.K.,* & Amin, K. (2013). The Tale of the Teacher Educator and Storyteller: Pedagogical Counterstories to Lecturing in a Teacher Education Program. In E. Daniels and B. Porfilio, eds., Dangerous Counterstories in the Corporate Academy: Narrating for understanding, solidarity, resistance, and community in the age of Neoliberalism (pp. 83-96). Charlotte, NC: Information Age Publishing.
Robert, S.A. & McEntarfer, H.K.* (2013). Gender inequality: Occupational segregation of teachers. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z guide. (Vol. 1, pp. 309–311). Thousand Oaks, CA: Sage Reference.
Robert, S.A. & Swalwell, K. (2013). Field Trips. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z guide. (Vol. 1, pp. 284–285). Thousand Oaks, CA: Sage Reference.
Robert, S.A. (2013). Textbooks. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z guide. (Vol. 2, pp. 794–797). Thousand Oaks, CA: Sage Reference.
Robert, S. A. & Kovalskys, I. (2011). Defining the “Problem” with School Food Policy in Argentina. In S. A. Robert & M. B. Weaver-Hightower (Eds.), School Food Politics: The Complex Ecology of Hunger and Feeding in Schools around the World (pp. 94-119). New York: Peter Lang.
Robert, S. A. (2010). Cravin’ the Cravens School-University Learning Experiences. In P. H. Biehl (Ed.), Cravens’ World (pp 39-42). Buffalo, NY: University at Buffalo Art Galleries.
Robert, S. A. (2001). ¿Qué o quién controla los cambios de género en la historia nacional? El caso de los factores de produción. [What or who controls change in gender in the national history? The case of production factors.] In M. Rodriguez and P. Dobaño Fernandez (eds.), Los libros de texto como objeto de estudio. [Studying Textbooks], (pp. 130-142). Buenos Aires: Editorial La Colmena.
Peer-Reviewed Conference Proceedings
Robert, S. A. (2000, August 2-5). ¿Quién determina la historia nacional? Representaciones de género en los manuales de historia Argentina, 1941-1999. [Who determines national history? Gender representations in Argentine history textbooks, 1941-1999.] In the Instituto Interdisciplinaria de Estudios de Género, Voces en conflicto, espacios de disputa [Conflicting voices, disputed spaces]: Proceedings from the VI Jornada de historia de las mujeres y I Congreso Iberoamericano de estudios de las mujeres y de género [CD], Universidad de Buenos Aires, Argentina.
Invited Book Reviews
Robert, S. A. & Smith, A.* (2009, April). Review of Reforming Teaching Globally, edited by Maria Teresa Tatto. Education Review available at: http://www.edrev.info/reviews/rev790.htm.
Robert, S. A. (2007, October 25). Review of Could it be otherwise? Parents and the inequities of public school choice, by Lois N. Andre Bechely. The Teachers' College Record. Retrieve from http://www.tcrecord.org/content.asp?contentid=14687
Robert, S. A. (2004, July 30). Sindicalismo docente y reforma en América Latina (Teachers' unions and reform in Latin America), edited by Guillermina Tiramonti and Daniel Filmus. Education Review available at: http://edrev.asu.edu/reviews/rev288.htm. (Available in English and Spanish).
Policy or Issue Responses
Robert, S. A. (2011, May 19). “Buffalo’s frustrated parents using their clout wisely.” The Buffalo News, Another Voice/Public Education.
Robert, S. A. (2010). “Does lecturing have a place in the social studies classroom?” Social Science Docket.
Robert, S. A. (2007, July). "It's time for change: Addressing the work and personal life conflict in the academy. In The Gender and Education Association Newsletter.
Mehan, H. B. & Robert, S. A. (2000). 'Thinking the nation': Representations of nations and the Pacific Rim in Latin American and Asian textbooks. University of California at San Diego, Pacific Rim Program at the Center for Iberian and Latin American Studies. Working Paper #19.
Robert, S. A. (1999). Resources for studying the Greater Horn of Africa: Eritrea, Ethiopia, Somalia, and Sudan. San Diego: International Studies for Teacher Education Project / ISTEP.
Selection of Invited Presentations
Robert, S. A. (2014, February). Teachers’ work and education reform. Presentation at the Educational Policy Studies Department, University of Wisconsin-Madison, WI.
Robert, S. A. (2013, March). History careers matter. Keynote Speaker at the Western New York Regional Competition of National History Day, Canisius College, Buffalo, NY.
Robert, S. A. (2011, September). School food politics. Don’t forget the community! Presentation at “Rebuilding Community Food Systems: Opportunities for Multidisciplinary Research.” The 1st Buffalo Food Policy Summit Research Roundtable, sponsored by the UB Food Systems Planning and Healthy Communities Lab, School of Architecture and Planning and UB Civic Engagement and Public Policy Research Initiative, University at Buffalo, Buffalo, NY.
Robert, S. A. (2009, March). Who is an “expert” and what constitutes “expertise”? and Location, location, location! How do contexts matter? Papers presented at the meeting, “International gender expertise: What in the world does this mean?,” a two-day workshop sponsored by the Transatlantic Applied Research on Gender Equity Training Project (TARGET)/EU-funded Quality in Gender+ Equality Policies in Europe Project (QUING). Northeastern University, Boston, MA.
Selection of Peer-Reviewed Conference Presentations
Robert, S.A. (2014, December). Teachers, social media, and policy protagonism: Rethinking the boundaries of work, place, and politics in the US context of neoliberal reform. Paper to be presented at the meeting of the American Anthropological Association, Washington, D.C.
Robert, S.A. (2014, November). Les importa enseñar:¿Transgresiones a la reforma neoliberal del estado? [Caring to teach: Transgressions to neoliberal state reform?] Paper to be presented at the meeting of the National Women’s Studies Association, San Juan, Puerto Rico.
Robert, S.A. (2014, October-November). “Come see how we work!” Teachers, neoliberal education reform, and gendered labor. Paper to be presented at the meeting of the American Educational Studies Association, Toronto, Ontario, Canada.
Robert, S.A. (2014, June). Digital stones at neoliberal goliaths: How workers are using technology to build power and influence policy. Symposium conducted and paper presented at the meeting of the Labor Research Action Network, Georgetown University, WDC.
Robert, S.A. (2014, April). Caring about high school teachers’ work. Paper presented at the meeting of the American Educational Researcher Association, Philadelphia, PA.
Robert, S.A. (2014, March). Come see how we work! Teachers, policy demands, and misalignments at the street-level. Paper presented at the meeting of the Comparative & International Education Society, Toronto, ON, Canada.
Robert, S.A. (2013, April). “Come see how we get work!” What 21st Century teachers need to know to teach. Paper presented at the meeting of the American Educational Researcher Association, San Francisco, CA.
Robert, S.A. (2013, April). Incentives and teachers’ decision-making processes. Lessons from Argentina. Paper presented at the meeting of the American Educational Researcher Association, San Francisco, CA.
Robert, S.A. (2010, May). Teachers at work and policy at work. What is the relationship? Paper presented at the meeting of the American Educational Researcher Association, Denver, CO.
Robert, S.A. & Kovalskys, I. (2010, May). A Hunger For Education: High School Feeding Programs, Teachers’ Work, And Education Politics In Argentina. Paper presented at the meeting of the American Educational Researcher Association, Denver, CO.
Robert, S.A. (2009, March). Public work / private lives: Engendering education policy analysis and teachers’ labor arrangements. In S.A. Robert (Chair), Gender as a useful concept for comparative educational policy analysis. Panel conducted at the meeting of the Gender and Education Association, London, England.
Kelly, K. & Robert, S.A. (Co-chairs). (2009, April). Gender Journeys: Mainstreaming policy travels around the world. Symposium conducted at the meeting of the Comparative and International Education Society, Charleston, SC.
Robert, S.A. (2008, March). A hunger for education: High school feeding programs, teachers’ labor, and gender politics in Argentina. Paper presented at the meeting of the Comparative and International Education Society, New York, NY.
Robert, S.A. (2006, November). Practicing policy or practicing a vocation: Analyzing Argentina's post-educational decentralization policies from teachers' perspectives. Paper presented at the meeting of the American Anthropological Association, San Jose, CA.
Robert, S.A. (2003, May). Argentine Educational Decentralization: A gender regime for the analysis of the changing state-civil society relationship. Paper presented at the meeting of the Comparative and International Education Society, New Orleans, LA.
Robert, S.A. (2000, August). ¿Quién determina la historia nacional? Representaciones de género en los manuales de historia argentina, 1941 – 1999. [Who determines national history? Gender representations in Argentine history textbooks, 1941 – 1999]. Paper presented at the meeting of the Ibero-American Congress for the Study of Women and Gender [Congreso Iberoamericano de Estudios de las Mujeres y de Género]. Buenos Aires, Argentina.
Robert, S.A. (2000, March). You’ve come a long way, baby? Populist definitions of gender roles and the family in Perón’s and Menem’s history textbooks. Paper presented at the Fourth Conference on the Pacific Rim, University of California, San Diego, CA.
AWARDS / GRANTS (representative selection)
The Baldy Center Grant Proposal Development Support, preparing a National Science Foundation (NSF) grant, Teachers, Social Media, and Policy Protagonism.
Award Recipient, Dr. Nuala McGann Drescher Affirmative Action/Diversity Leave Program, New York State/UUP Joint Labor/Management Committees.
Co-PI, UB Digital Humanities Initiative at Buffalo (DHIB) Research Work Group Grant “Serious Play and the Cravens Collection”.
Co-PI, UB Humanities Institute Research Workshops “Time and Memory”.
Principal Investigator, UB2020 Scholar’s Fund "Cravin’ the Cravens: A plan to foster K-12 school-university learning experiences using the Cravens Collection Project." For details see: http://www.buffalo.edu/ubreporter/2009_06_17/2020_scholars_fund
Graduate Student Mentor Award, University of Wisconsin-Madison Graduate School, Graduate Student Collaborative, and Multicultural Graduate Network
Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship "Gender, Education Reform, and Teachers' Work".
U.S. Department of Education Title VI Foreign Language and Area Studies Fellowship Program –
Academic Year Award to study Brazilian Portuguese and take further coursework on historical, social, political concerns of Brazil and its South American neighbors in relation to globalization / neoliberalization.
Tinker-Nave Travel Grant for Pre-Dissertation Fieldwork, "Pilot Study: Teachers and Gender Policy Regimes."
Wisconsin – Spencer Foundation Doctoral Research Program.
Ford Foundation Conference Fellow - Prepare and lead textbook analysis workshop for all fellows and conduct textbook research ahead of the Fourth Conference on the Pacific Rim, Building new societies: Women in Asia and Latin America. University of California, San Diego, Latin American Studies Program.
Spencer Foundation Mentorship Grant with Dr. Hugh B. Mehan to study sociology of education and textbook/curricular analysis.
Tinker Foundation Travel Grant for International Fieldwork - "Gender representations in history textbooks."