In recent months faculty members in the Cultural and Educational Policy Studies program have received an impressive set of grant funding to support a variety of research projects.
Professor Kate Phillippo (Sociology of Education) received a small grant from the Spencer Foundation to fund a project titled “Lessons Learned: Students’ Civic Experiences of Selective Public High School Admissions.” This longitudinal, comparative case study explores what students learn about the purpose and value of public schooling, and about their place in 21st century American society, as they undergo the high school admissions process in Chicago Public Schools. Prof Phillippo and her research team followed 28 eighth graders through the admissions process during the 2013-2014 school year and will pick back up with the same students later this year now that they are enrolled in high school.
Professor Tavis Jules (Comparative/International Education) was awarded a Stimulating Multidisciplinary Research grant from Loyola University Chicago. He is the primary investigator, working with co-investigators Dr. Peter J. Schraeder, Department Political Science and Dr. Maciek A. Nowak, Quinlan School of Business, on a project titled “Social, Economic, and Political Transitologies in Transitory Settings and Spaces: Envisioning Reforms in the Maghreb and Mashreq Regions.” It is now nearly three years after the Tunisian revolution of January 2011 and in January 2014 a new constitution was ratified, paving the way for presidential and legislative elections planned for Fall 2014 — which would make Tunisia the first and only democracy in the Arab world. Professor Jules’ study selects three different transitory spaces (social space [education infrastructure and health],economic space [business and finance] and political space [foreign policy]) to gauge Tunisia’s readiness for integration into the globally competitive market. We employ both quantitative and qualitative methods to assess Tunisia¹s competitive advantage as it undertakes reforms.
Professor Amy B. Shuffelton (Philosophy of Education) was recently awarded a convenors grant from the Spencer Foundation to do work on gun violence in schools. Professor Shuffelton has brought together an international group of philosophers of education on a project titled “Theorizing Gun Violence in Schools” that will result in a set of scholarship and a public conference in October 2014 that addresses a range of questions including: Why are schools stages for gun violence? What might school shootings say about schools’ education of students’ emotions? What part does media play? How is gun violence related to the US history of racial oppression? How does violence look from an international perspective? What part does masculine honor play? What are appropriate policy responses to gun violence in schools?