Sarah A. Robert
Learning and Instruction
- Education Politics and Policies
- Teachers' Work and Teachers' Knowledge
- School Food Programs
- Gender and Education
- Education Politics, Policies, and Reform in Comparative/International Perspective
- Social Studies Teaching and Curriculum
- Qualitative Methodologies, especially Ethnography
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
I am an educational policy researcher. I examine how teachers enact policy (understand policy and then transform that meaning into practice) and how teachers’ work is transformed in the process. I blend ethnography with archival research and media analysis to theorize policy enactment in local contexts. My research is significant to an interdisciplinary and international audience because it 1) adds to policy analyses the often-overlooked issue of gender as more than a concern for numbers and 2) contributes empirically to theoretical constructions of the teacher and teaching work. It is part of a critical conversation in anthropology of education, comparative and international education, gender studies, policy studies, the politics of education, and sociology of education. The field of teachers’ work blossomed in the UK in the late 1980s. However, it withered despite a global movement to transform teaching. My research is also important because it contributes to reviving the field on a global scale, specifically bringing attention to the ways the teaching occupation and notions of “the teacher” are shifting as a result of neoliberal paradigms. To date, my research emphasizes three themes: the role of gender in education reform; global-to-local reform dynamics; and, extending the teachers’ work conversation to an overlooked context.
*Denotes a graduate student co-author
Robert, S. A. (2015). Neoliberal education reform: Gendered notions in global and local contexts. New York, NY: Routledge.
- 2016 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.
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.). (2016). Neoliberalism, Gender and Education Work. Gender and Education 29(1).
Robert, S. A., Pitzer, H.K,* & Muñoz García, A.L.* (2016). Neoliberalism, Gender and Education Work: An Introduction. Gender and Education 29 (1).
Robert, S. A., & McEntarfer, H.K.* (2016). Teachers’ work, food policies, and gender in Argentina. In Jason Antrosio & Sallie Han (Eds.), Open Anthropology 4 (2), Food Anthropology. Reprinted from AEQ (2014).
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., 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.
- 2015 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.
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 Encyclopedia Entries
Robert, S.A.. (2014 and 2017). School lunch and gender. In P. B. Thompson & D. M. Kaplan (Eds.), Encyclopedia of food and agricultural ethics (pp. 1638-1641). Dordrecht, Germany: Springer.
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.
Recent Accomplishments, Awards and Honors
2015 — Invited Lecturer, Georg-August-Universitaet Gottingen, Institute for Educational Science, Germany
2014 — Dr. Nuala McGann Drescher Affirmative Action Research Award, New York State and United University Professionals’ Joint Labor/Management Committee