Global Education Forum
The Global Education Forum (GEF) has two aims. First, we focus on identifying the most pressing issues in education globally, as reported by renowned experts from academia, public policy, government and the non-profit sector across the globe. Second, we examine whether and how undergraduate and graduate student education and training should change in order to prepare students to address these issues.
The GEF defines education broadly-including formal, informal, and experiential settings in schools and outside the classroom. We focus on traditional educational topics such as access, equity, and achievement, and also on education as it relates to such global concerns as public health, extremism, and the environment.
Each semester, the GEF hosts a panel discussion of 4-5 renowned experts in the field of education, broadly defined. The panelists are asked to share their expertise and opinions each in response to two questions:
- What do you think is the most pressing issue or challenge in education globally?
- What do universities need to do to prepare graduates to better address this issue or challenge?
Over time, the GEF aims to become a place where conventions are challenged and innovations are born.
Fall 2018 Panelists
Religion and Education
David is currently the Chief Innovation Officer at The Jewish Education Project (formerly the Board of Jewish Education of Greater New York). David completed his PhD in Education and Jewish Studies at NYU focusing on Jewish adolescent identity development and experiential Jewish education. He is an alumn of the Wexner Graduate Fellowship Program. Prior to moving to New York, David worked in formal and informal Jewish educational institutions in Australia, Israel and North America. David’s current work focuses on bringing innovative strategies and creative thinking to Jewish education. David lives in Brooklyn with his wife Mirm and two children, Jonah and Abby. In his down time, David has been known to run a marathon or two and has even traveled 48 hours to watch a two-hour sporting event. (His team lost!)
Donna Denizé, of Haitian American descent, holds degrees from Stonehill College and Howard University, where she was a student of poet Robert Hayden, while he served as Consultant to the Library of Congress. She has also contributed to scholarly books and journals, including Shakespeare Set Free, published by the Folger Shakespeare Library, English Journal, and Teacher’s Digest, an educational magazine from The Corporation for Public Broadcasting. She was also one of eight invited teacher's for The Corporation for Public Broadcasting’s eight part mini-series, In Search of the Novel (aired nationwide).
She is the author of a poetry chapbook, The Lover's Voice (1997) and a book of poems, Broken Like Job (2005). Her poems have appeared in anthologies such as Full Moon on K Street, Hungry As We Are; WPFW Poetry Anthology; Weavings 2000, and magazines, Provincetown Arts, Gargoyle, World Order, Innisfree Journal of Poetry, Orison, Beltway Poetry Quarterly, Volume 12, Number 2, Spring 2011, and The Journal of Baha’i Studies, Volume 25, Number 3, Fall 2015. In 2003, she was awarded by Williams College the George Olmsted Jr., Prize for excellence in secondary teaching, and in 2004, she was appointed to the board of trustees of The American Shakespeare Center (ASC) in Staunton, Virginia.
In 2015, she was invited to lead a workshop on teaching “Othello” for fellow teachers at The Brooklyn Academy of Music (BAM), and in 2015, she was acknowledged by Stanford University as a teacher who played significant role in the intellectual, academic, social and personal development of students. Currently, she Chairs the English Department at St. Albans School for Boys, where she teaches Shakespeare, American literature, and freshman English.
Jeff Guhin is an Assistant Professor of Sociology at UCLA. His research uses the empirical study of schools and religions to highlight ongoing questions in social theory, especially regarding the nature of authority and the problems of moral decision-making. His dissertation project, which will be a book forthcoming from Oxford University Press, is a comparative study of two Sunni Muslim and two Evangelical Christian high schools. He is also working on two additional projects, the first a study of morality and citizenship in American public high schools and the second a comparative study of moral correction in fourth grade classrooms around the world.
Ilham Nasser, PhD, is an educator who spent over twenty-five years in the research of child development and teacher education in different formal and non-formal education settings in the US, Central Africa, and the Middle East. She completed a PhD in Human Development and Child Study at the University of Maryland-College Park and worked for several years as a classroom teacher and a school counselor. In addition, she was a faculty of teacher education for 12 years at George Mason University. Her research agenda includes studies and publications on the topic of global teachers’ professional development and more specifically, teacher preparation and professional development in social and political contexts and ways these influence children’s outcomes. Recently, she led the modernization of the curriculum for kindergarten in Iraq and the design and development of the first national curriculum for Kindergarten in Palestine. Currently she is a senior researcher in pedagogy and curriculum at the International Institute of Islamic Thought in Washington, DC area.
From post-conflict societies for which education plays an important role in transitional justice to debates about justice for victims of sexual assault on university campuses, justice underpins education across the globe. The Spring 2017 Global Education Forum brings together a diverse group of scholars and practitioners who will speak to the myriad of forms and meanings of justice in education. Drawing from their varied experiences and work in the United States and abroad, they will explore some of the most pressing educational issues today for which justice is paramount.
Millions of people experience voluntary and involuntary migration within and between countries each year for reasons that range from the search for economic opportunities to the flight from warfare and violence. The educational needs of migrants — and of the communities they move to — represent one of the most pressing global challenges for education. We need strategies to ensure educational continuity in refugee camps, to equip schools whose sizes are rapidly growing from internal migration and urbanization, to provide adequate resources for teachers' dual language classrooms, and to create public education initiatives that could help reduce conflicts between host societies and arriving migrants.
Whether on campus or in the K-12 classroom, racial inequality remains one of the most pressing educational issues in the US and around the world. How do racial and ethnic disparities persist in educational access and outcomes? What strategies have proven effective at closing achievement gaps? What variations exist globally?
The Fall 2015 Forum presented an interactive panel discussion featuring renowned experts on internationalization and higher education. Panelists who work and conduct research comparing global aspects of higher education systems in Germany, the United States, and Canada will discuss pressing educational challenges related to the global impact of internationalization on higher education. They will respond to two questions: What do you believe is the most pressing issue or challenge related to this topic on a local, national or global scale? and what do universities need to do to prepare graduates to address this challenge?