Garnett Russell
Biographic Data
| ID | 158719 |
|---|---|
| NAME | Garnett Russell |
| GIVEN NAMES | Garnett |
| FAMILY NAME | Russell |
| SIGNATURE | RUSSELL G |
| AFFILIATIONS | Columbia University |
| ORCID | 0000-0002-2814-4714 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 51 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Teaching Amid Division
Countries transitioning from civil conflict, genocide, or uncertain political contexts must reckon with a nation divided by experience, political allegiance, and views for the future. We draw on data from semistructured interviews with 51 secondary school teachers from three different contexts, including politically divided (United States), conflict (Colombia), and postconflict (Rwanda), to analyze the way in which teachers confront difficult nar…
Amidst conflict(s) and peace
Bilingualism, Conflicts, and Language Ideologies in Education Policies
This article draws on the case of conflict-affected and multilingual Cameroon to analyze how education materials address national unity and multilingualism amidst an identity crisis fueled by tensions between Anglophones and a central government accused of favoring Francophones. Through a discourse analysis of one policy document, 13 curricula, and 27 civics, history, and geography textbooks, we highlight how language ideologies diffuse in educat…
A Migratory Ecosystem
With the highest number of displaced persons in history, migrants must navigate complicated systems to access rights and social services. In this article, we provide the perspective of organizational actors providing educational services to refugee and migrant populations in Ecuador. We draw on an analysis of 20 interviews with key informants to examine how global and national refugee and migratory policies shape the work of organizations. We fin…
Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools
Although multilingualism is a major issue in educational policies, especially in states hosting a high number of newcomer immigrant students, there is limited research exploring the experiences of a multilingual group of newcomer students and how they use language in schools. This article draws on 112 interviews with students from an immigrant background across four high schools in Arizona and New York. We illuminate the role of language in shapi…
Education and Transitional Justice
Education systems play an important role in social transformation and in promoting transitional justice initiatives. While most studies on transitional justice focus on the legal or political aspects of transition, fewer studies focus on social aspects, and particularly the role of education. We examine pedagogical approaches to transitional justice and how this concept enters school spaces. Through a mixed methods study with students, teachers a…
Belonging and Not Belonging
Purpose: Schools play an important role in the incorporation of newcomer students and for determining who belongs and does not belong to the nation-state. In this article, we analyze students’ experiences of belonging and exclusion in diverse high schools. Research Methods/Approach: We use survey and interview data from a mixed-methods study conducted in four high schools in Arizona and New York. We ask, What individual, school, and social contex…
Human Rights Violations Through Structural Violence
A major area of critical scholarship within human rights education (HRE) aims to discover HRE’s revolutionary potential by questioning its relationship to the global human rights regime. However, the very concept of “human rights violations” remains underexamined. This article analyzes the use and function of human rights violations as pedagogical devices. Drawing from qualitative data collected in two public high schools in New York City (2014–2…
The diffusion of global discourses
We examine how organizational actors use global legal, humanitarian, and development discourses in their work supporting educational services for refugees to better understand how the transfer of ideas and norms emanating within global organizations affects educational programming for refugees. We ask: (1) To what extent do organizations reference global legal, humanitarian, and development documents in their work? And, (2) How do linkages with U…
Embodied experiences of abstinence-only education
There is a growing body of research, primarily from the U.S. context, indicating that abstinence-only education (AOE) is largely ineffective (Kohler, P. K., L. E. Manhart, and W. E. Lafferty. 2008. “Abstinence-only and comprehensive sex education and the initiation of sexual activity and teen pregnancy.” Journal of Adolescent Health 42 (4): 344–351; Rosenbaum, J. E. 2009. “Patient teenagers? A comparison of the sexual behavior of virginity pledge…
When the Past Is in the Present
The legacies of a racial and ethnocentric past continue to have implications for the present in South Africa and Rwanda, particularly within the realm of education. Although in both societies, the governments have addressed their repressive and violent histories through the implementation of color-blind (or nonracial/ethnic) policies that espouse national unity and reconciliation, these very same policies inadvertently reinforce old divisions. Th…
The Making of a Human Rights Issue
In the past few decades, awareness around gender-based violence (GBV) has expanded on a global scale with increased attention in global treaties, organizations, and conferences. Previously a taboo topic, it is now viewed as a human rights violation in the broader world culture. Drawing on a quantitative analysis of 568 textbooks from 76 countries from across the world, we examine the extent to which this growing global attention to GBV has filter…
Wither the Nation-State? A Comparative Analysis of Nationalism in Textbooks
What happens to the historic nationalizing purpose of schooling in an era of pervasive globalization? We address this question by examining patterns and predictors of nationalist emphases in 576 secondary school social science textbooks from 78 countries published between 1955 and 2011. Our descriptive and multilevel analyses show that nationalist narratives in textbooks persist into the recent globalization era and on average are not diminished …
Constructing citizenship in post-conflict contexts
In post-conflict and fragile contexts, one central aim of education is to prepare citizens to rebuild society and manage conflict. In this paper, we discuss the ways that citizenship education, students’ civic attitudes, and student civic practices vary across two post-conflict contexts in Africa: Liberia and Rwanda. First, we consider the historical and current complexities of citizenship education in these countries drawing on a post-colonial f…
Global gender discourses in education
This paper investigates global gender policy discourses within the education realm in post-genocide Rwanda. Drawing on interview data from students in seven secondary schools and Unterhalter’s gender framework (Unterhalter, Elaine. 2007. Gender, Schooling and Global Social Justice. New York, NY: Routledge), I analyse the extent global discourses are integrated into national education documents and how students understand global discourses around …
The legacy of gender-based violence and HIV/Aids in the postgenocide era
Drawing on qualitative interviews with 22 Rwandan women, we describe the lived experiences of women survivors of gender-based violence (GBV) more than a decade and a half after the 1994 Genocide. We argue that the intersection between GBV and human immunodeficiency virus (HIV)/acquired immune deficiency syndrome (AIDS) has long-term implications: the majority of women interviewed continue to endure trauma, stigma, social isolation, and economic h…
Global civil society and education policy in post-genocide Rwanda
Drawing on the case of Rwanda, this article investigates why certain global norms are more likely to be 'translated' to national educational policies and the differential influence of inter-governmental organizations (IGOs) and international non-governmental organizations (INGOs) in transmitting global norms. Qualitative analysis of national education policy documents and interviews with international development organizations reveal that global …
Rights-based education and conflict
This paper investigates the extent to which rights-based education is utilised in textbooks from conflict-affected countries. Drawing on a unique dataset of 528 secondary social science textbooks from 71 countries from 1966 to 2008, we analyse factors that predict a rights discourse in texts. We find that textbooks from conflict-affected nations are significantly less likely to emphasise a rights-based discourse, while more recently published tex…
Portraying the Global
Many have noted the rise of the global in academic and popular discourse. We ask how this global frame of reference has been incorporated into secondary social science textbooks, a realm traditionally dominated by nationalist discourse. Utilizing a data set from more than 500 secondary school textbooks from around the world, spanning 1970–2008, we describe the incorporation of mentions of globalization and global citizenship into textbooks over t…
The Valorization of Humanity and Diversity
The valorization of humanity and diversity are ongoing global processes that pose new challenges to nationalism and the mono cultural narrative once favored in schools and universities. This paper focuses on an exploratory analysis of textbooks, indicating a growth of cosmopolitan and multicultural emphases. Students are increasingly exposed to world issues and international initiatives calling for greater global citizenship consciousness. Studen…
Portraying the Global
Many have noted the rise of the global in academic and popular discourse. We ask how this global frame of reference has been incorporated into secondary social science textbooks, a realm traditionally dominated by nationalist discourse. Utilizing a data set from more than 500 secondary school textbooks from around the world, spanning 1970–2008, we describe the incorporation of mentions of globalization and global citizenship into textbooks over t…
Global gender discourses in education
This paper investigates global gender policy discourses within the education realm in post-genocide Rwanda. Drawing on interview data from students in seven secondary schools and Unterhalter’s gender framework (Unterhalter, Elaine. 2007. Gender, Schooling and Global Social Justice. New York, NY: Routledge), I analyse the extent global discourses are integrated into national education documents and how students understand global discourses around …
Rights-based education and conflict
This paper investigates the extent to which rights-based education is utilised in textbooks from conflict-affected countries. Drawing on a unique dataset of 528 secondary social science textbooks from 71 countries from 1966 to 2008, we analyse factors that predict a rights discourse in texts. We find that textbooks from conflict-affected nations are significantly less likely to emphasise a rights-based discourse, while more recently published tex…
Belonging and Not Belonging
Purpose: Schools play an important role in the incorporation of newcomer students and for determining who belongs and does not belong to the nation-state. In this article, we analyze students’ experiences of belonging and exclusion in diverse high schools. Research Methods/Approach: We use survey and interview data from a mixed-methods study conducted in four high schools in Arizona and New York. We ask, What individual, school, and social contex…
Embodied experiences of abstinence-only education
There is a growing body of research, primarily from the U.S. context, indicating that abstinence-only education (AOE) is largely ineffective (Kohler, P. K., L. E. Manhart, and W. E. Lafferty. 2008. “Abstinence-only and comprehensive sex education and the initiation of sexual activity and teen pregnancy.” Journal of Adolescent Health 42 (4): 344–351; Rosenbaum, J. E. 2009. “Patient teenagers? A comparison of the sexual behavior of virginity pledge…
The Making of a Human Rights Issue
In the past few decades, awareness around gender-based violence (GBV) has expanded on a global scale with increased attention in global treaties, organizations, and conferences. Previously a taboo topic, it is now viewed as a human rights violation in the broader world culture. Drawing on a quantitative analysis of 568 textbooks from 76 countries from across the world, we examine the extent to which this growing global attention to GBV has filter…
Global civil society and education policy in post-genocide Rwanda
Drawing on the case of Rwanda, this article investigates why certain global norms are more likely to be 'translated' to national educational policies and the differential influence of inter-governmental organizations (IGOs) and international non-governmental organizations (INGOs) in transmitting global norms. Qualitative analysis of national education policy documents and interviews with international development organizations reveal that global …
When the Past Is in the Present
The legacies of a racial and ethnocentric past continue to have implications for the present in South Africa and Rwanda, particularly within the realm of education. Although in both societies, the governments have addressed their repressive and violent histories through the implementation of color-blind (or nonracial/ethnic) policies that espouse national unity and reconciliation, these very same policies inadvertently reinforce old divisions. Th…
Constructing citizenship in post-conflict contexts
In post-conflict and fragile contexts, one central aim of education is to prepare citizens to rebuild society and manage conflict. In this paper, we discuss the ways that citizenship education, students’ civic attitudes, and student civic practices vary across two post-conflict contexts in Africa: Liberia and Rwanda. First, we consider the historical and current complexities of citizenship education in these countries drawing on a post-colonial f…
Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools
Although multilingualism is a major issue in educational policies, especially in states hosting a high number of newcomer immigrant students, there is limited research exploring the experiences of a multilingual group of newcomer students and how they use language in schools. This article draws on 112 interviews with students from an immigrant background across four high schools in Arizona and New York. We illuminate the role of language in shapi…
The diffusion of global discourses
We examine how organizational actors use global legal, humanitarian, and development discourses in their work supporting educational services for refugees to better understand how the transfer of ideas and norms emanating within global organizations affects educational programming for refugees. We ask: (1) To what extent do organizations reference global legal, humanitarian, and development documents in their work? And, (2) How do linkages with U…
The Valorization of Humanity and Diversity
The valorization of humanity and diversity are ongoing global processes that pose new challenges to nationalism and the mono cultural narrative once favored in schools and universities. This paper focuses on an exploratory analysis of textbooks, indicating a growth of cosmopolitan and multicultural emphases. Students are increasingly exposed to world issues and international initiatives calling for greater global citizenship consciousness. Studen…
Rights-based education and conflict
This paper investigates the extent to which rights-based education is utilised in textbooks from conflict-affected countries. Drawing on a unique dataset of 528 secondary social science textbooks from 71 countries from 1966 to 2008, we analyse factors that predict a rights discourse in texts. We find that textbooks from conflict-affected nations are significantly less likely to emphasise a rights-based discourse, while more recently published tex…
Portraying the Global
Many have noted the rise of the global in academic and popular discourse. We ask how this global frame of reference has been incorporated into secondary social science textbooks, a realm traditionally dominated by nationalist discourse. Utilizing a data set from more than 500 secondary school textbooks from around the world, spanning 1970–2008, we describe the incorporation of mentions of globalization and global citizenship into textbooks over t…
The legacy of gender-based violence and HIV/Aids in the postgenocide era
Drawing on qualitative interviews with 22 Rwandan women, we describe the lived experiences of women survivors of gender-based violence (GBV) more than a decade and a half after the 1994 Genocide. We argue that the intersection between GBV and human immunodeficiency virus (HIV)/acquired immune deficiency syndrome (AIDS) has long-term implications: the majority of women interviewed continue to endure trauma, stigma, social isolation, and economic h…
Global civil society and education policy in post-genocide Rwanda
Drawing on the case of Rwanda, this article investigates why certain global norms are more likely to be 'translated' to national educational policies and the differential influence of inter-governmental organizations (IGOs) and international non-governmental organizations (INGOs) in transmitting global norms. Qualitative analysis of national education policy documents and interviews with international development organizations reveal that global …
Constructing citizenship in post-conflict contexts
In post-conflict and fragile contexts, one central aim of education is to prepare citizens to rebuild society and manage conflict. In this paper, we discuss the ways that citizenship education, students’ civic attitudes, and student civic practices vary across two post-conflict contexts in Africa: Liberia and Rwanda. First, we consider the historical and current complexities of citizenship education in these countries drawing on a post-colonial f…
Global gender discourses in education
This paper investigates global gender policy discourses within the education realm in post-genocide Rwanda. Drawing on interview data from students in seven secondary schools and Unterhalter’s gender framework (Unterhalter, Elaine. 2007. Gender, Schooling and Global Social Justice. New York, NY: Routledge), I analyse the extent global discourses are integrated into national education documents and how students understand global discourses around …
Wither the Nation-State? A Comparative Analysis of Nationalism in Textbooks
What happens to the historic nationalizing purpose of schooling in an era of pervasive globalization? We address this question by examining patterns and predictors of nationalist emphases in 576 secondary school social science textbooks from 78 countries published between 1955 and 2011. Our descriptive and multilevel analyses show that nationalist narratives in textbooks persist into the recent globalization era and on average are not diminished …
The Making of a Human Rights Issue
In the past few decades, awareness around gender-based violence (GBV) has expanded on a global scale with increased attention in global treaties, organizations, and conferences. Previously a taboo topic, it is now viewed as a human rights violation in the broader world culture. Drawing on a quantitative analysis of 568 textbooks from 76 countries from across the world, we examine the extent to which this growing global attention to GBV has filter…
Embodied experiences of abstinence-only education
There is a growing body of research, primarily from the U.S. context, indicating that abstinence-only education (AOE) is largely ineffective (Kohler, P. K., L. E. Manhart, and W. E. Lafferty. 2008. “Abstinence-only and comprehensive sex education and the initiation of sexual activity and teen pregnancy.” Journal of Adolescent Health 42 (4): 344–351; Rosenbaum, J. E. 2009. “Patient teenagers? A comparison of the sexual behavior of virginity pledge…
When the Past Is in the Present
The legacies of a racial and ethnocentric past continue to have implications for the present in South Africa and Rwanda, particularly within the realm of education. Although in both societies, the governments have addressed their repressive and violent histories through the implementation of color-blind (or nonracial/ethnic) policies that espouse national unity and reconciliation, these very same policies inadvertently reinforce old divisions. Th…
The diffusion of global discourses
We examine how organizational actors use global legal, humanitarian, and development discourses in their work supporting educational services for refugees to better understand how the transfer of ideas and norms emanating within global organizations affects educational programming for refugees. We ask: (1) To what extent do organizations reference global legal, humanitarian, and development documents in their work? And, (2) How do linkages with U…
Belonging and Not Belonging
Purpose: Schools play an important role in the incorporation of newcomer students and for determining who belongs and does not belong to the nation-state. In this article, we analyze students’ experiences of belonging and exclusion in diverse high schools. Research Methods/Approach: We use survey and interview data from a mixed-methods study conducted in four high schools in Arizona and New York. We ask, What individual, school, and social contex…
Human Rights Violations Through Structural Violence
A major area of critical scholarship within human rights education (HRE) aims to discover HRE’s revolutionary potential by questioning its relationship to the global human rights regime. However, the very concept of “human rights violations” remains underexamined. This article analyzes the use and function of human rights violations as pedagogical devices. Drawing from qualitative data collected in two public high schools in New York City (2014–2…
Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools
Although multilingualism is a major issue in educational policies, especially in states hosting a high number of newcomer immigrant students, there is limited research exploring the experiences of a multilingual group of newcomer students and how they use language in schools. This article draws on 112 interviews with students from an immigrant background across four high schools in Arizona and New York. We illuminate the role of language in shapi…
Education and Transitional Justice
Education systems play an important role in social transformation and in promoting transitional justice initiatives. While most studies on transitional justice focus on the legal or political aspects of transition, fewer studies focus on social aspects, and particularly the role of education. We examine pedagogical approaches to transitional justice and how this concept enters school spaces. Through a mixed methods study with students, teachers a…
Bilingualism, Conflicts, and Language Ideologies in Education Policies
This article draws on the case of conflict-affected and multilingual Cameroon to analyze how education materials address national unity and multilingualism amidst an identity crisis fueled by tensions between Anglophones and a central government accused of favoring Francophones. Through a discourse analysis of one policy document, 13 curricula, and 27 civics, history, and geography textbooks, we highlight how language ideologies diffuse in educat…
A Migratory Ecosystem
With the highest number of displaced persons in history, migrants must navigate complicated systems to access rights and social services. In this article, we provide the perspective of organizational actors providing educational services to refugee and migrant populations in Ecuador. We draw on an analysis of 20 interviews with key informants to examine how global and national refugee and migratory policies shape the work of organizations. We fin…
Teaching Amid Division
Countries transitioning from civil conflict, genocide, or uncertain political contexts must reckon with a nation divided by experience, political allegiance, and views for the future. We draw on data from semistructured interviews with 51 secondary school teachers from three different contexts, including politically divided (United States), conflict (Colombia), and postconflict (Rwanda), to analyze the way in which teachers confront difficult nar…
Amidst conflict(s) and peace
Sociology (17 works) · Political science (16 works) · Law (13 works) · Politics (11 works) · Law (9 works) · Educator Training and Historical Pedagogy (8 works) · Gender Studies (7 works) · Global Education and Multiculturalism (7 works) · Peace and Human Rights Education (6 works) · Psychology (6 works)