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, River Campus
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 and doctoral-level courses about curriculum and instruction / teaching, 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. 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.
Robert, S. A. & McEntarfer, H.K.* (2014, in press). Understanding teachers' gendered work and the policies that sustain it. Anthropology & Education Quarterly45(3).
Robert, S. A. (2013). Incentives, teachers, and gender at work. Education Policy Analysis Archives 21(10).
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.* (forthcoming). Examining change in gender representations: Argentina’s history textbooks, 1941-1999. In J. H. Williams, (Ed.), Textbooks, Identity, Nation and State, vol 2. (Re)Building Memory: School Textbooks, Identity, And The Pedagogies And Politics Of Imagining Community. Boston: Sense Publishers.
Robert, S.A.. (2013, October / forthcoming). School Lunch and Gender. In Paul B. Thompson and David M. Kaplan, eds., Encyclopedia of Food and Agricultural Ethics. New York: Springer Reference.
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. Charlotte,NC: Information Age Publishing.
Robert, S.A. & McEntarfer, H.K.* (2013). Gender inequality: Occupational segregation of teachers. In J. Ainsworth and G. J Golson, eds., Sociology of Education: An A-to-Z Guide. New York: Sage.
Robert, S.A. & Swalwell, K. (2013). Fieldtrips. In J. Ainsworth and G. J Golson, eds., Sociology of Education: An A-to-Z Guide. New York: Sage.
Robert, S.A. (2013). Textbooks. In J. Ainsworth and G. J Golson, eds., Sociology of Education: An A-to-Z Guide. New York: Sage.
Robert, S. A. & Kovalskys, I. (2011). Defining the “Problem” with School Food Policy in Argentina. In School Food Politics: The Complex Ecology of Hunger and Feeding in Schools around the World, eds. S. A. Robert and Marcus B. Weaver-Hightower. New York: Peter Lang.
Robert, S. A. (2010). Cravin’ the Cravens School-University Learning Experiences. In Peter 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 Los libros de texto como objeto de estudio. [Studying Textbooks], eds., M. Rodriguez and P. Dobaño Fernandez. 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. Teachers' College Record.
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.” Buffalo News, Another Voice/Public Education.
Robert, S. A. (2010). “Does lecturing have a place in the social studies classroom?” Social Science Docket 10(2): 5.
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. (2013). Keynote Speaker for Western New York Regional Competition of National History Day.Hosted at Canisius College, Buffalo, NY, March 9.
Robert, S. A. (2011). “Rebuilding Community Food Systems: Opportunities for Multidisciplinary Research.” 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. (http://ub2020.buffalo.edu/strategicstrengths/announcements/civic/buffalo...)
Robert, S. A. & Berrey, E. (2011). "Feminism, Research, and Education.” The Association for International Education, Research, and Activism (AIERA), Buffalo, NY.
Robert, S. A. (2011). “UB Domestic Latino/a Student Panel and Dialogue” at the 2nd Annual Latino Education and Advocacy Day (LEAD), Buffalo, NY.
Robert, S. A. (2009). “International gender expertise: What in the world does this mean?” Two-day workshop sponsored by the Transatlantic Applied Research on Gender Equity Training Project (TARGET)/ EU-funded QUING project (Quality in Gender+ Equality Policies in Europe, 2007-2011). Northeastern University, Boston, MA.
Peer-Reviewed Conference Presentations
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., Pitzer, H.K., & Weiner, L. (2012, November). A feminist offensive to the Neoliberal Witch Hunt on Teachers and Teaching. Paper presented at the meeting of the American Educational Studies Association, Seattle, WA.
Robert, S.A., McEntarfer, H.*, & Amin, K. (2012, November). The tale of the Teacher Educator and the Storyteller: Returning Stories to the Social Studies Classroom. Paper presented at the meeting of the American Educational Studies Association, Seattle, WA.
Robert. S.A. & McEntarfer, H.* (2011, April). From Theory to Curriculum: Gender Mainstreaming in US and Latin American Universities. Paper accepted for the meeting of the Gender and Education Association, Exeter, England.
Robert, S.A. & Muñoz Garcia, A.L.* (2010, November). Articulación de políticas y género en programas educativos. Una visión preliminar desde cuatro países. [The articulation of policy and gender in educational programs. A preliminary view from four countries.] Paper accepted for the meeting of the Facultad Latinoamericano de ciencias sociales (FLACSO)-Argentina, Área Género, Sociedad y Políticas, Buenos Aires, Argentina.
Robert, S.A. (2010, May). Some teachers are brave, others are caring: Teachers’ work incentives, politics, and educational inequality in Argentina. Paper presented at the meeting of the American Educational Researcher Association, Denver, CO.
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). Argentina’s teachers are caring and brave: Exploring gendered policy regimes in global educational reform trends. In S. A. Robert (Chair), Beyond numbers, beyond equity: Gender as a useful concept for educational policy analysis. Panel conducted at the Comparative and International Education Society, New York, NY.
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. (2007). Practicing reform versus practicing a vocation: High school history teachers’ reform dilemmas in Argentina. Paper accepted for the meeting of the World Council of Comparative Education Societies, Sarajevo, Bosnia and Herzegovina. Proposal accepted, unable to present due to funding constraints.
Robert, S.A. (2007, April). Cultivating a community of practice, cultivating educational researchers: Scaffolding learning in an informal study group. Paper presented at the meeting of the American Educational Researchers Association, Chicago, IL.
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.
Stambach, A.E. & Robert, S.A. (2004, April). ‘Pro-choice’ and ‘parental choice’: Identifying the linked politics of reproductive and education policies. Paper presented at the meeting of the American Educational Researcher Association, San Diego, 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)
Co-PI, UB Digital Humanities Initiative at Buffalo (DHIB) Research Work Group Grant “Serious Play and the Cravens Collection” December 1, 2009 - July 31, 2011.
Co-PI, UB Office of the Vice Provost for International Education and the Canadian-American Studies Committee “Interdisciplinary Workshop Serious Play and the Cravens Collection: Designing an Educational Video Game for the Outreach Program of the Cravens Collection of the College of Arts and Sciences with Brock University”; PI; April – September 2010.
Co-PI, UB Humanities Institute Research Workshops “Time and Memory”; PI; September 1, 2009 – June 15 2010.
Principal Investigator, UB2020 Scholar’s Fund "Cravin’ the Cravens: A plan to foster K-12 school-university learning experiences using the Cravens Collection Project" April 2009 - December 2010.
**University-wide competitive grant. Only 28% of proposals were awarded funding. For details see: http://www.buffalo.edu/ubreporter/2009_06_17/2020_scholars_fund
Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship "Gender, Education Reform, and Teachers' Work," 2005.
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, 2004.
Tinker-Nave Travel Grant for Pre-Dissertation Fieldwork, "Pilot Study: Teachers and Gender Policy Regimes," 2003.
Wisconsin – Spencer Foundation Doctoral Research Program, 2002-2006.
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, 2000.
Spencer Foundation Mentorship Grant with Dr. Hugh B. Mehan to study sociology of education and textbook/curricular analysis, specifically, 1999.
Tinker Foundation Travel Grant for International Fieldwork - "Gender representations in history textbooks," 1999.