Alyssa Morley
Datos Biográficos
| ID | 149707 |
|---|---|
| NOMBRE | Alyssa Morley |
| NOMBRES | Alyssa |
| APELLIDO | Morley |
| FIRMA | MORLEY A |
| AFILIACIONES | Michigan State University |
| ORCID | 0000-0001-8426-7041 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 9 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 2 |
Committing to ‘Stay with the Trouble’
Study abroad programs can both extend and undermine social justice pedagogy. We examine this tension through an analysis of interviews with six future teachers from the United States who studied abroad in Ghana, Ireland, France, and Canada. We ask, how do future teachers understand the knowledge they develop from studying abroad? What absences, silences, and ignorances are sustained by these knowledges? A feminist theoretical framework attuned to…
Nuancing Representation of Global Girlhoods
This article explores the ethical implications of methods that seek to nuance mainstream representations of girls in the Global South during COVID-19. In response to what we observed as monolithic and highly sexualized framings of 'Third-world' girls during the initial years of the coronavirus pandemic (2020-2023), we designed a two-part study that (a) examined the circulation and implications of discursive tropes on gendered risk with a focus on…
Counternarratives of Covid-19
This article challenges mainstream discourses of girls' education during COVID-19 that sexualize girls in the Global South and reproduce racialized differences. We draw on a longitudinal cohort study of Malawian young women conducted from 2020 to 2023 to offer counternarratives of the intersecting risks to school retention. We argue that the pandemic was less a rupture for girls' status quo than an intensification of the conditions that already c…
Returns at Risk
Since COVID-19 closed schools in March 2020, international development experts, politicians, and celebrities across the globe have raised alarm about the pandemic’s impacts on girls’ education, particularly in Africa. These warnings, which link school closures with untimely pregnancy and marriage, reflect belief in the multiplicative power of girls’ schooling and a long-standing concern with the sexual practices of Black and African girls. In thi…
Undoing Aid
The decision of the United Kingdom government to reduce its Official Development Assistance by £ 4.6 billion in 2020 was framed by its proponents as a nationalist response to a domestic financial crisis. This Conservative-led austerity measure triggered the early closure of hundreds of aid projects globally. Concerned British politicians equated the cuts to moral failures as humanitarian and civil society actors claimed the lost funding would dev…
Uncovering new opportunities for family engagement during Covid-19
In March 2020, COVID-19 dramatically and indelibly altered the U.S. educational landscape. Drawing on data from interviews with 30 Michigan preK teachers, Bethany Wilinski, Alyssa Morley, and Jamie Heng-Chieh Wu describe the centrality of family engagement in their pandemic preK education and the practices that contributed to stronger home-school relationships. They consider how the family engagement practices that emerged during the pandemic mig…
How Policies and Policy Actors Shape the Pre-K Borderland
Background/Context: Public prekindergarten (pre-K) is increasingly common in U.S. public schools. The policy decision to house pre-K classrooms in public schools places pre-K teachers in a “borderland of practice,” where the separate worlds of the early childhood and K–12 systems collide. Borderland work has implications for pre-K teachers’ job satisfaction, professional identities, and sense of belonging. Focus of Study: The purpose of this stud…
Girls’ education and sexual regulation in Malawi
Sexual regulation has been a core component of formal schooling in Southern Africa since its inception, with discipline central to teachers’ work. Yet internationally funded, girl-focused development programs give new shape and legitimacy to teacher interventions on student sexuality. Building on a combined two years of multi-sited ethnographic research in Zomba, Malawi, we show how teachers and mother groups used NGO-sponsored activities to surv…
Life, it doesn't end here”
Association between completing secondary education and adulthood outcomes in Kenya, Nigeria, Tanzania and Uganda
Girls’ education and sexual regulation in Malawi
Sexual regulation has been a core component of formal schooling in Southern Africa since its inception, with discipline central to teachers’ work. Yet internationally funded, girl-focused development programs give new shape and legitimacy to teacher interventions on student sexuality. Building on a combined two years of multi-sited ethnographic research in Zomba, Malawi, we show how teachers and mother groups used NGO-sponsored activities to surv…
Undoing Aid
The decision of the United Kingdom government to reduce its Official Development Assistance by £ 4.6 billion in 2020 was framed by its proponents as a nationalist response to a domestic financial crisis. This Conservative-led austerity measure triggered the early closure of hundreds of aid projects globally. Concerned British politicians equated the cuts to moral failures as humanitarian and civil society actors claimed the lost funding would dev…
Life, it doesn't end here”
Association between completing secondary education and adulthood outcomes in Kenya, Nigeria, Tanzania and Uganda
Association between completing secondary education and adulthood outcomes in Kenya, Nigeria, Tanzania and Uganda
How Policies and Policy Actors Shape the Pre-K Borderland
Background/Context: Public prekindergarten (pre-K) is increasingly common in U.S. public schools. The policy decision to house pre-K classrooms in public schools places pre-K teachers in a “borderland of practice,” where the separate worlds of the early childhood and K–12 systems collide. Borderland work has implications for pre-K teachers’ job satisfaction, professional identities, and sense of belonging. Focus of Study: The purpose of this stud…
Girls’ education and sexual regulation in Malawi
Sexual regulation has been a core component of formal schooling in Southern Africa since its inception, with discipline central to teachers’ work. Yet internationally funded, girl-focused development programs give new shape and legitimacy to teacher interventions on student sexuality. Building on a combined two years of multi-sited ethnographic research in Zomba, Malawi, we show how teachers and mother groups used NGO-sponsored activities to surv…
Life, it doesn't end here”
Uncovering new opportunities for family engagement during Covid-19
In March 2020, COVID-19 dramatically and indelibly altered the U.S. educational landscape. Drawing on data from interviews with 30 Michigan preK teachers, Bethany Wilinski, Alyssa Morley, and Jamie Heng-Chieh Wu describe the centrality of family engagement in their pandemic preK education and the practices that contributed to stronger home-school relationships. They consider how the family engagement practices that emerged during the pandemic mig…
Returns at Risk
Since COVID-19 closed schools in March 2020, international development experts, politicians, and celebrities across the globe have raised alarm about the pandemic’s impacts on girls’ education, particularly in Africa. These warnings, which link school closures with untimely pregnancy and marriage, reflect belief in the multiplicative power of girls’ schooling and a long-standing concern with the sexual practices of Black and African girls. In thi…
Undoing Aid
The decision of the United Kingdom government to reduce its Official Development Assistance by £ 4.6 billion in 2020 was framed by its proponents as a nationalist response to a domestic financial crisis. This Conservative-led austerity measure triggered the early closure of hundreds of aid projects globally. Concerned British politicians equated the cuts to moral failures as humanitarian and civil society actors claimed the lost funding would dev…
Committing to ‘Stay with the Trouble’
Study abroad programs can both extend and undermine social justice pedagogy. We examine this tension through an analysis of interviews with six future teachers from the United States who studied abroad in Ghana, Ireland, France, and Canada. We ask, how do future teachers understand the knowledge they develop from studying abroad? What absences, silences, and ignorances are sustained by these knowledges? A feminist theoretical framework attuned to…
Nuancing Representation of Global Girlhoods
This article explores the ethical implications of methods that seek to nuance mainstream representations of girls in the Global South during COVID-19. In response to what we observed as monolithic and highly sexualized framings of 'Third-world' girls during the initial years of the coronavirus pandemic (2020-2023), we designed a two-part study that (a) examined the circulation and implications of discursive tropes on gendered risk with a focus on…
Counternarratives of Covid-19
This article challenges mainstream discourses of girls' education during COVID-19 that sexualize girls in the Global South and reproduce racialized differences. We draw on a longitudinal cohort study of Malawian young women conducted from 2020 to 2023 to offer counternarratives of the intersecting risks to school retention. We argue that the pandemic was less a rupture for girls' status quo than an intensification of the conditions that already c…
Sociology (8 obras) · Political science (6 obras) · Psychology (6 obras) · Pedagogy (4 obras) · Poverty, Education, and Child Welfare (4 obras) · Economic growth (3 obras) · Economics (3 obras) · Gender Roles and Identity Studies (3 obras) · Medicine (3 obras) · Tourism, Volunteerism, and Development (3 obras)