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Gail Kelly Award
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Each year the Comparative and International Education Society (CIES) recognizes an outstanding doctoral dissertation with the Gail P. Kelly Award. Created to honor the distinguished comparative educator Gail P. Kelly and her many contributions to the CIES, the Gail P. Kelly Award honors a doctoral dissertation that addresses social justice and equity issues in an international context.

The Award is conferred on an outstanding Ph.D. or Ed.D. dissertation that manifests academic excellence; originality; methodological, theoretical, and empirical rigor; and that deals with issues of social justice and equity in international settings. These issues may include — but are not limited to — gender, race, class, ethnicity, and nationality.

2016 Submission Process

The dissertation should reflect the scholarly purpose of the Society: comparative, cross-cultural, interdisciplinary and international studies contributing to the interpretation of developments in education in their broad and interrelated political, economic, and social contexts. Any Ph.D. or Ed.D. dissertation written in English and defended in an accredited institution of higher education from July 2015 through August 2016 is eligible for consideration. Any CIES member in good standing, including its author, may nominate a dissertation.

Nominations should include an electronic copy of the dissertation, a copy of the Departmental and University approval of the dissertation, and a cover letter requesting that the dissertation be considered for the Gail P. Kelly Award. The deadline for nominations is October 15, 2016.

The recipient of the Gail P. Kelly Award will be honored at the 2017 CIES Annual Meeting and will receive a stipend to help defray the cost of attending the meeting. The award recipient will make a brief presentation on the outstanding dissertation.

Nominations, applications, and queries should be sent via e-mail to the Gail Kelly Award Chair Heidi Biseth.

2016-2017 Gail Kelly Award Sub-Committee Members

Heidi Biseth, Hiroshima University (Chair)
Jasmine Sim, National Institute of Education (Singapore)
Agreement Jotia, University of Botswana
Carol Benson, Teachers College, Columbia University
Halleli Pinson, Ben-Gurion of the Negev University


Past Award Recipients:


Michelle Bellino – Dissertation: “Memory in Transition: Historical Consciousness and Civic Attitudes Among Youth in “Postwar’ Guatemala.”

 Joan Oviawe, Honorable mention


Karen Ross – Dissertation:  “Sowing Seeds of Change? Education for Partnership between Jews and Palestinians in Israel.”

Daniel Roberts, Honorable mention


Jinting Wu – Dissertation: “Disenchantment and Participatory Limits: Schooling at a Crossroads in Rural Ethnic China.”

Jehanzaib Khan, Honorable Mention


Krysten Molyneaux – Dissertation: “Universal Secondary Education and the Struggle for Equitable Schooling in Uganda: The Paradox of a Pro-poor Policy,” University of Wisconsin-Madison

Patricia Bromley – Dissertation: “Human Rights, Diversity, and National Identity: Changes in Civic Education Textbooks Cross-nationally (1970-2008) and in British Columbia (1871-2008)”


Kristy Kelly – Dissertation:  “Learning to Mainstream Gender in Vietnam: Where Equity Meets Locality in Development Policy,” University of Wisconsin-Madison.

Donna Tonini, Honorable mention

Paula Gains, Honorable Mention


Kristin Philips – Dissertation: “Building the nation from the Hinterlands, Participation, Poverty and Education in Rural Tanzania,” University of Wisconsin-Madison.


Peggy Kong – Dissertation:  “Old Man Moves a Mountain:” Rural Parents’ Involvement in their Children’s Schooling.

Eric M Johnson, Honorable mention


Ernesto Trevino – Dissertation: “Are indigenous schools promoting learning among indigenous children in Mexico? Harvard University.


Kara Brown – Dissertation: “Learning the Language: International, National & Local Dimensions of Regional Language Education in Estonia.” Indiana University.

David Suarez, Honorable mention


Susan Shepler – Dissertation: “Constructions of Child Soldiers in Sierra Leone,” University of California at Berkeley.


Nancy Kendall – Dissertation: “Global Policy in Practice: The "Successful Failure" of Free Primary Education in Malawi,” Stanford University.


Peiying Chen – Dissertation: “Acting otherwise: Institutionalization of women's/gender studies in Taiwan's universities,” University of Southern California.


Jennifer Chan-Tiberghien – Dissertation: “The Rise of a Woman's Human Rights Epistemic Network: Global norms and local education redefining gender politics in Japan,” Stanford University.



Sarfaroz Niyozov – Dissertation: “Understanding Teaching in Post-Soviet, Rural, Mountainous Tajikistan: Case Studies of Teachers’ Life and Work, Ontario Institute for Studies in Education, University of Toronto.



Helen Nolan Boyle – Dissertation: “Quranic Schools in Morocco: Agents of Preservation and Change,” University of Pittsburg.



Sandra Gillespie – Dissertation: “South-South Transfer: A Study of Sino-African Exchanges, Ontario Institute for Studies in Education,” University of Toronto.



Sandra Louise Stacki - Dissertation: “Partnerships and Processes for Teacher Empowerment: Rays of Hope for Female Teachers in India,” Indiana University.



Gustavo Fischman – Dissertation: “The Dilemma of the Second Mothers’ Teaching: Gender and Struggle over Education in Argentina,” University of California at Los Angeles.


Seana M. McGovern – Dissertation: “Education and Modern Development in Subaltern Societies: An Analysis of Academic Knowledge Production in the Field of International and Comparative Education,” Penn State University.



Anne Hickling-Hudson -- Dissertation: “Literacy and Literacies in Grenada: A Study of Adult Education in the Revolution and Afterwards,” University of Queensland, Australia.


Anthea Taylor – Dissertation:  “Negotiating Aboriginal Identity in an Urban Context: Implications for Education,” University of Technology, Perth, Western Australia.



Catherine Marguerite Raissiguier – Dissertation: “Racial and Gender Identity Formation in the Schools: Case of Working Class Girls form Algerian and French Decent in a French Vocational School,” State University of New York, Buffalo.


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