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Members 2008-2009
Faculty
| Staff
| Past Members
2009-2010
Members Paul Attewell
Graduate Center, CUNY
Sociology
West Building Room 312
(609) 734-8264
pattewell@ias.edu
| The
Other 75%: Government Policy & Mass Higher Education
Seventy-five
percent of America's undergraduates are non-traditional or working
students.
Yet research on higher education focuses the lion's share of attention
on the remainder who are full time students, dependent on their parents
for support. This project focuses on the role of the state in
developing an institutional and policy environment that stratifies the
college student population and creates the conditions that foster
discontinuous enrollment, elongated time to the completion of degrees,
and high levels of debt among the nontraditional majority of the
country's college students. Combining statistical analyses of large
data sets with in-depth interviews of nontraditional undergraduates, it
develops a perspective on state policy in higher education both as a
gatekeeper and as a facilitator of social mobility in American society.
It reframes the typical careers of working students -- from high rates
of stopping out, to frequent shifts in major or institution, and
delayed time to degree -- as rational adaptations to government
policies and institutional practices in a particular economic context.
|
Julia
A. Clancy-Smith
University of
Arizona
History
West Building
Room 315
(609) 734-8365
jclancysmith@ias.edu
| From Household to
School Room to Post-Colonial State: Educating Muslim Girls in North
Africa, c. 1840-1970
Educational
systems in Africa and Asia are the products of colonial
schooling–or of resistance to educational
imperialism–and
raise questions about modernity. How did colonial schooling work to
promote or block modernity? How did colonial regimes address the
contentious matter of women's education? How did education shape
colonial states? What implications did the state-school nexus hold for
nationalist struggles and post-colonial states? Analyzing the large
forces associated with modernities from the viewpoint of
families/households rather than top-down, state-centered perspectives
yields insights into how some post-colonial states and societies
rapidly
became modern. This study examines education and schooling in North
Africa across three periods--pre-colonial; colonial; independent--from
1830 to about 1970. The comparative question is: why did female
education, especially for Muslim girls, achieve limited success in
colonial Tunisia (1881-1956), and thrive in post-colonial Tunisia, yet
utterly fail in French Algeria (1830-1962), and, to an extent,
independent Algeria? The project focuses upon schooling for girls in
colonial Tunisia and Algeria because the question of whether colonized
women should receive modern education generated the most passionate
polemics there--debates that were ensnared in global struggles over the
meaning of empire and local conflicts over family structures,
hierarchies, religion, identities--over how to become modern.
|
Julie E. Cooper
University of Chicago
Political Science
West Building Room 334
(609) 734-8273
jcooper@ias.edu
|
Modesty and Dignity in Modern
Political Theory
I study early modern
political theory. I will be working on a book manuscript, Modesty and Dignity in Modern
Political Theory,
which surveys seventeenth and early eighteenth-century debates about
modesty, humility, pride, and self-esteem. Scholars have increasingly
recognized that "secularism" not only names an institutional
relationship between religion and state, it also names a culture that
celebrates, and tries to produce, a particular kind of individual.
Documenting the ways that notorious figures like Hobbes, Spinoza, and
Rousseau take up and transform theological themes of modesty, humility,
and pride, I provide new resources for thinking about what secular
subjectivities look like, and how they have been produced.
Specifically, by highlighting early modern theorists' investment in
modesty, I challenge the influential historiographical narrative that
equates secularization with self-
deification. In the book's
first
part, devoted to Hobbes and Spinoza, I challenge the dominant
historiography of seventeenth-century political theory, excavating an
alternative tradition that makes affirmation of vulnerability a
condition of agency and power. In the book's second part, devoted to
Rousseau, I examine why, in the early eighteenth century, dignity
eclipses modesty within the critique of pride.
|
Graham
Finlay
University College Dublin
Philosophy
West Building Room 308
(609) 734-8283
gfinlay@ias.edu
| Education for Cosmopolitan
Citizenship in the Republic of Ireland
Graham
Finlay will be using the theory of global justice to develop a
strategy for cosmopolitan citizenship education in Ireland. This
project will contribute to the theory and practice of citizenship
education, which is mainly national in focus, and to cosmopolitan
theory, since realizing cosmopolitan justice involves changing
individuals’ attitudes to global inequality.
|
Angel
L. Harris
Princeton
University
Sociology
West Building Room
335
(609) 734-8256
aharris@ias.edu
| Perceptions of Opportunity and
Schooling Among Adolescents
Angel
Harris seeks to extend the literature on racial differences in academic
outcomes through a research program that focuses on youths’
perceptions about opportunities for upward socioeconomic mobility. He
will examine how different modes of stratification—social
class,
race, and gender—shape beliefs about the opportunity
structure
and academic orientation.
|
Jeffrey
R. Henig
Columbia University
Education
West Building Room 115
(609) 734-8171
jhenig@ias.edu
| The Political Economy of
Contracting Regimes in Urban Education
The
conventional form of the school district - in which the central office
oversees individual schools and prescribes much of their operations -
has been challenged by strategies involving for-profit and nonprofit
organizations as management partners. Existing analyses have focused on
administrative aspects or been informed primarily by economic theories
about competition and choice. Henig's project will frame the issue more
in political terms, looking at the way local governance institutions,
interest group arrangements, and political culture influence the
adoption, implementation, and consequences, with special attention to
impacts on democratic engagement and collective learning.
|
Ben
Kafka
New York University
History
D Building Room
109
(609) 951-4536
bkafka@ias.edu
| The Demon of Writing: Paperwork
and the Making of Modern France
This
year I will be finishing a book on the history of bureaucracy in the
decades surrounding the French Revolution. The book focuses on the
powers and failures of paperwork - what Saint-Just called the "demon of
writing." I have also started a project on the history of graphology.
|
David
Karen
Bryn Mawr College
Sociology
West Building Room 114
(609) 734-8170
dkaren@ias.edu
| Does Democracy Matter?
Compared
to many other countries, the US represents an extreme in local control
of public schools. As an elected school board member, I see first-hand
what this democratic decentralization means in one district. How do
different state-based arrangements of local control affect curriculum,
student achievement, and political participation? By focusing on a
carefully selected set of comparisons, this study proposes to examine a
variety of local governance structures in a number of contexts in order
to determine exactly what is gained– and, perhaps,
lost–in
this uniquely American set of arrangements.
|
Peter
J. Katzenstein
Cornell University
Political
Science
D Building Room 108
(609) 734-8157
pkatzenstein@ias.edu
|
American Soft Power and Foreign
Policy
In
an effort to gain a better understanding of America's soft power and
foreign policy, this project focuses on America"s multiple traditions
and their engagements of multiple modernities in world politics. Both
are more encompassing than the secularism of the discipline of
international relations and the statism of studies of American foreign
policy are ready to acknowledge. |
Dalenda
Largueche
University of Manouba- Tunis
History
West
Building Room 313
(609) 734-8258
dlargueche@ias.edu 
| Behind the Veil of History,
Muslim Women in Action
Our
research aims to bring a new historical light on Tunisian women's life
in the eighteenth-nineteenth centuries. As an exploration
into
the forgotten history, it delves deeply through traces left by
ingenious women, according to various material data from the daily
life. Using their property, their knowledge and their hands, Muslim
women in that context had been widely present in the life of their city
and its history. |
Humberto
Llavador
Universitat Pompeu Fabra-Barcelona
Economics
West
Building Room 314
(609) 734-8364
hllavador@ias.edu
| Global Justice in a Warming
Planet
During
my stay at the IAS, I will focus on the study of welfare sustainability
in the presence of global warming. The approach, logically prior to the
design of the best system of tradable permits or price incentives, aims
at highlighting the ethical issues of intertemporal and intratemporal
justice, and it requires both the specifying welfare criteria and the
empirically estimating of possible paths of the economy.
|
Patrick
McGuinn
Drew University
Political Science
West Building Room 338
(609) 734-8275
pmcguinn@ias.edu
| Negotiated Settlement: Policy
Feedback and the Implementation and Reauthorization of No Child Left
Behind
This
project analyzes how the No Child Left Behind Act has reconfigured
educational politics and practice in the US. It will examine ongoing
efforts at both the state and federal level to restructure
administrative institutions and relationships, create new political
alliances, and re-frame public debates over school reform, and assess
their impact on the Congressional debate over NCLB’s
re-authorization.
|
Joel
S. Migdal
University of Washington
Political
Science
West Building Room 113
(609) 734-8167
jmigdal@ias.edu
| Creating the Public in the
United States
My
interests include theories of state-society relations and Middle East
politics, especially those involving Palestinians and Israelis. I will
be working on an historical book about the creation of the public in
the US, once it had become, in the nineteenth century, an urbanized
“society of strangers.” I look at the rules for
everyday
interaction and ask how and why they became cross-cutting, who
benefited from them, and who was disadvantaged by them. The book will
pay particular attention to the Civil War and World War II in
redefining the American public.
|
Seth
Moglen
Lehigh University
Literature
West
Building Room 336
(609) 734-8274
smoglen@ias.edu
| Bethlehem: American Utopia,
American Tragedy
Seth
Moglen will be working on a new book that traces the development of
Bethlehem, Pennsylvania from 18th-century utopian religious community
to industrial steel town to post-industrial casino development. The
book explores the structures of power and the democratic aspirations
that have shaped this iconic American city over 250 years.
|
Matthew J. Nelson
University
of London
Political Science
West Building Room 311
(609) 734-8277
mnelson@ias.edu
| Religious Education and the
Politics of Pluralism in Pakistan
I
am interested in the relationship between religious education and
citizenship in Pakistan. I am particularly interested in the
circumstances that might be expected to generate a "religious"
appreciation for "religious and sectarian diversity" in the context of
local schools and madrasas.
|
Mae
M.
Ngai
Columbia University
History
West Building Room
319
(609) 734-8250
mngai@ias.edu
| Yellow and Gold: The Chinese
Mining Diaspora, 1850-1910
My
project examines Chinese gold miners in the North American West,
Australia, and South Africa (1850-1910). My intention is to think about
exploitable-extractive resources and diasporic labor in the development
of Anglo-American colonial-settler societies and in the
world-capitalist economy in the late-nineteenth century. I compare the
social organization and experience of Chinese miners across
Anglo-American settler colonies; and examine the relationship between
Chinese and European labor and the circulation of racial discourses in
the making of polities that were at once democratic and exclusionary. I
also explore the colonial dimension of the international monetary
system and the gold standard in the late-nineteenth century.
|
Jason
Schnittker
University of Pennsylvania
Sociology
West
Building Room 306
(609) 734-8263
jschnittker@ias.edu
| The Sociology and Genetics of
Disease in Human Populations
The
"genetic revolution" provides an unprecedented opportunity to enhance
our understanding of disease, but this recent revolution needs to be
integrated into our mature understanding of the social causes of
illness. My project will develop principles for evaluating genetic
causes in the context of pervasive environmental influences, especially
those stemming from education.
|
Anna
Marie Smith
Columbia Law School
Political Science
West
Building Room 119
(609) 734-8367
amsmith@ias.edu 
| Distributive Rights and New York
Constitutional Law: The State Education Funding Lawsuits
My
project is a normative exploration of the education adequacy lawsuit in
New York. Should the right to education be justiciable? How does the
normative argument in favor of the court's enforcement of the right to
education implicate difficult questions relating to intergenerational
justice? What are the potential pitfalls of the race-neutral character
of this social justice strategy?
|
Carola
M. Suárez-Orozco
New York University
Psychology
West
Building Room 337
(609) 734-8266
csuarezorozco@ias.edu 
| Immigration, Schools and the
State: Policy Misalignments and their Consequences for Immigrant Youth
Over
the last twenty years, immigration to the United States grew at a brisk
pace. Approximately 70 million people living in the United States are
either immigrants (foreign-born) or the (U.S. born) children of
immigrants. This massive immigration wave would have ideally taken
place within a coherent policy framework synchronized to ease the
transition of new arrivals to education, the labor market, and the
practice of citizenship. Instead, the United States is facing a
gathering storm. The current policy architecture is at once misaligned
with the realities of global migration and plagued by unclear,
contradictory, and unrealistic objectives. The result is an immigration
system now largely irrelevant to any rational labor market objectives,
the vicissitudes of language and education policies, and requirements
of citizenship and social cohesion in the 21st Century. The proposed
joint study (with Marcelo Suárez-Orozco) shall deploy data
from
the LISA Study of the Harvard Immigration Projects, the largest study
ever funded in the history of the NSF Cultural Anthropology division,
as well as data from two other funded field projects, to develop a
conceptual framework for understanding various aspects of this perfect
storm on the lived experiences of immigrant children and youth with a
focus on schools.
|
Marcelo
M. Suárez-Orozco
New York University
Education
West
Building Room 339
(609) 734-8270
msuarezorozco@ias.edu 
| Immigration, Schools and the
State: Policy Misaligments and their Consequences for Immigrant Youth
Over
the last twenty years, immigration to the United States grew at a brisk
pace. Approximately 70 million people living in the United States are
either immigrants (foreign-born) or the (U.S. born) children of
immigrants. This massive immigration wave would have ideally taken
place within a coherent policy framework synchronized to ease the
transition of new arrivals to education, the labor market, and the
practice of citizenship. Instead, the United States is facing a
gathering storm. The current policy architecture is at once misaligned
with the realities of global migration and plagued by unclear,
contradictory, and unrealistic objectives. The result is an immigration
system now largely irrelevant to any rational labor market objectives,
the vicissitudes of language and education policies, and requirements
of citizenship and social cohesion in the 21st Century. The proposed
joint study (with Carola Suárez-Orozco) shall deploy data
from
the LISA Study of the Harvard Immigration Projects, the largest study
ever funded in the history of the NSF Cultural Anthropology division,
as well as data from two other funded field projects, to develop a
conceptual framework for understanding various aspects of this perfect
storm on the lived experiences of immigrant children and youth with a
focus on schools.
|
Ian
P. Wei
University of
Bristol
History
West
Building Room 309
(609) 734-8267
iwei@ias.edu 
| Policy-Making and
Decision-Making in Higher Education
Ian
P. Wei works on the identity, status and roles of intellectuals in
medieval Europe, with particular focus on the University of Paris. He
is also looking at policy-making and decision-making in contemporary
universities. Key themes include: claims for legitimacy; ethical
responsibilities for students; and academic engagement with
policy-making.
|
Anat
Zohar
Hebrew University of Jerusalem
Education
West
Building Room 310
(609) 951-4565
azohar@ias.edu 
| From Rote Learning to Higher
Order Thinking: Implementing a National Educational Policy
This
project will examine a national-scale pedagogical transformation from
an emphasis on rote learning toward an emphasis on deep understanding
and higher order thinking. The project will analyze several converging
factors through the lens of the Israeli school system: political,
global, ideological, as well as current theories in the domain of
learning and instruction, investigating how what actually takes place
in schools is affected by the interplay of these factors. Examples of
specific topics will include: The relationships among the paradigm of
"Learning to Think," school autonomy and the need for accountability
and standards; Learning to think and Civic Education; Ways to achieve
sustainable educational change in the context of "Learning to think;"
and Global effects on national trends - tracing the effects of the PISA
and TIMSS international tests on the Israeli national curricula in
relation to literacy and higher order thinking.
|
Visiting
Professor Rob Reich
Stanford
University
Sociology
West
Building Room 332
(609) 734-8255
rreich@ias.edu
| From Rote Learning to Higher
Order Thinking: Implementing a National Educational Policy
This
project will examine a national-scale pedagogical transformation from
an emphasis on rote learning toward an emphasis on deep understanding
and higher order thinking. The project will analyze several converging
factors through the lens of the Israeli school system: political,
global, ideological, as well as current theories in the domain of
learning and instruction, investigating how what actually takes place
in schools is affected by the interplay of these factors. Examples of
specific topics will include: The relationships among the paradigm of
"Learning to Think," school autonomy and the need for accountability
and standards; Learning to think and Civic Education; Ways to achieve
sustainable educational change in the context of "Learning to think;"
and Global effects on national trends - tracing the effects of the PISA
and TIMSS international tests on the Israeli national curricula in
relation to literacy and higher order thinking.
|
Visitors James
Doyle Term
2
University
of Bristol
Philosophy
D Building Room 106
609-951-4531
jdoyle@ias.edu
| Professor Doyle
will be working on a
book on Plato's Gorgias. This
will give
an analysis of the main arguments of the dialogue, and an account of
the use to
which Plato puts the dialogue form, as levelling an implicit critique
of
Socrates' conception of philosophical method and his associated
doctrine of "intellectualism."
|
Niels
Reeh
University of Copenhagen
Sociology
West
Building Room 116
609-734-8172
nreeh@ias.edu 
| I
explore the state religious politics of the Danish state in the
elementary schools from 1700 until today. In order to account for the
current re-politization of religion, a fission-perspective on the state
is suggested. This implies a re-interpretation of the secularization
narrative and a corrective of the secularization theories.
|
Richard
Rothstein
Visitor
Economic Policy Institute
Journalism
rrothstein@ias.edu
| Defining Federal and State Roles
in an Accountability System for Public Education and its Surrounding
Institutions of Youth Development -- Three Facets of the Problem
Requiring Exploration
Schools
accountability policies using narrow test-based measures have failed,
but the need for public accountability remains. Extending previous work
on the design of a workable accountability system, Rothstein will
develop proposals for how measures of behavioral outcomes, such as good
citizenship, can be incorporated into educational accountability policy.
|
Noam
Zohar
Visitor
Bar
Ilan University
Sociology
D Building Room
105
609-951-4530
nzohar@ias.edu
| I
am working in moral and political philosophy, with an emphasis on
applied ethics. I also write in Rabbinics and philosophy of Halakhah
(Jewish law). This year at the IAS I will continue to work on the
multi-volume series, The
Jewish Political Tradition, which I am co-editing with
Michael Walzer and others.
|
Yuval
Jobani
Tel-Aviv
University
Hebrew Culture
West Building Room 331
(609) 734-8269
yjobani@ias.edu
| The
Jewish Political Tradition
The
project, chaired by Michael Walzer, sheds light on the little-known and
unexplored Jewish tradition of political thinking and writing, and
invites the reader to re-evaluate this tradition from the viewpoint of
modern political-philosophical discourse. The part of the project on
which I am working is entitled "Politics in History" and it deals with
Jewish intellectual reactions to historical events as well as other
conceptions of political phenomena such as war and peace.
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