Sarah A. Robert
Director, Social Studies Education Program
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, Ethnography and Discourse Analyses
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.
*Denotes a graduate student co-author
Robert, S. A. (2015). Neoliberal education reform: Gendered notions in global and local contexts. New York, NY: Routledge.
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. Publication date 2016.
Robert, S.A. (accepted). Teachers, Social Media, and Policy: Rethinking Street-Level Bureaucracy in a Digital Age. Will appear in The Peabody Journal of Education 92 (5), 2017.
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., 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). 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