Diana Rodríguez-Gómez

Ed.D., International Educational Development, 2016
Diana is an assistant professor in the Department of Educational Policy Studies at the University of Wisconsin, Madison. Her research agenda engages with the fields of anthropology of the state, refugee studies, education in emergencies, and comparative and international education to examine the internal workings of educational systems concerning peace-building efforts. With a regional focus on Latin America, through qualitative and ethnographic methodologies, she explores the everyday experiences of education stakeholders.

Sandra Sirota

 Ed.D., International Educational Development, 2017
Sandra’s research and teaching expertise center on human rights and social justice education in formal and non-formal settings in the United States and South Africa. She is a post-doctoral fellow with the Human Rights Institute at the University of Connecticut. Her recent publications explore teacher education in human rights, human rights education in South African textbooks, and human rights education in curricula and classrooms in the United States.  

Kayum Ahmed

Ph.D., International and Comparative Education, 2019
​Kayum is the division director for Access & Accountability at the Public Health Program (PHP) of the Open Society Foundations in New York where he leads PHP's global work on access to medicines and innovation. He also teaches a class on socio-economic rights as an adjunct faculty member at Columbia Law School.

Marlana Salmon-Letelier

Ed.D., International Educational Development, 2019
​Marlana is an adjunct professor at Teachers College, Columbia University, research consultant for World Bank Group, workshop facilitator at International Young Scholars, and founder of Kaleidoscope Travel, a study abroad company dedicated to expanding student’s knowledge of conflict in various conflict settings around the globe.

Paula Mantilla-Blanco

Ph.D., International and Comparative Education, 2024
Paula's research and scholarly interests include education in post-conflict and transitional contexts, as well as the construction and transmission of collective memories of violence. She is particularly interested in the use of memory sites, such as museums and memorials, as pedagogical tools for teaching about a violent past and educating for peacebuilding. Most of her work focuses on issues in Colombia, her home country. ​

Camille Fabo

Ph.D. Student, International and Comparative Education
Camille has a scholarly background in the field from Stanford University. Her research explores how education policies shape social cohesion through civic identity, imagined communities, and peacebuilding in crisis-affected contexts. Using mixed-methods research, she conducts macro-, meso-, and micro-level analyses, drawing on both a large-scale database and a case study of Cameroon.

Leonardo Arevalo Rojas

Ph.D. Student, International and Comparative Education
Leonardo's academic interests focus on education in post-conflict settings, with a primary emphasis on Peace Education and Refugee Education. In his dissertation project, Leonardo employs qualitative and ethnographic methods to explore the relationship between Transitional Justice mechanisms and the teaching of peace and armed conflict in Colombian classrooms.

Katrina Webster

Ph.D. Student, International and Comparative Education
Katrina is interested in the role of multi-national corporations in funding and supporting global education, particularly within education public-private partnerships. Her research centers on understanding the sense-making process of different stakeholders in these partnerships, how partnerships are portrayed versus enacted, and how private actors' decision-making to align with SDGs varies across different historical, political and economic contexts in the Global South. 

Javiera Zamora Iturra

Ph.D. Student, International and Comparative Education
Javiera's research focuses on how education can empower and solve problems in marginalized communities, especially in realms of conflict. Drawing from her experience in anti-child trafficking and diverse teaching roles, she aims to create strategies that foster social cohesion driving meaningful social change through education and edtech.

Moisa Saidu

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