CEHHS Faculty on International Endeavors

 Dearborn, MI - Two faculty members of the UM-Dearborn College of Education, Health, and Human Services traveled internationally this summer to conduct research or teach. Dr. Kim Killu traveled to East Africa as visiting lecturer and Dr. Dara Hill went to Germany for research. 

Dr. Kim Killu traveled this summer to Tanzania
as visiting lecturer at the University of Dar es Salaam.

  “Karibu sana!” were the warm words of welcome Dr. Kim Killu, professor of special education, heard frequently this summer during her five week tour of East Africa.  In addition to having opportunities to meet and speak with governmental leaders and advocates for individuals with disabilities in Kenya and Tanzania, she also had the opportunity to work closely with faculty, staff, and students as a visiting lecturer at the University of Dar es Salaam, in Dar es Salaam, Tanzania.

Dr. Killu taught classes on concepts and strategies in special education and applied behavior analysis, worked with masters and doctoral students on the development of their theses and dissertations, and met with university faculty and administrators on ways to develop a collaborative relationship between the University of Michigan-Dearborn and the University of Dar es Salaam.  The School of Education at the University of Dar es Salaam is especially interested in establishing a relationship with CEHHS on research collaboration, program and course development, and a student exchange program.

Dr. Killu with students, faculty, and administrators at the University of Dar es Salaam

 “I was struck by not only how welcoming, interested, gracious, and engaged everyone in the university community was during my visit, but also by the lack of current research, knowledge, and information within a university setting.   There is a sincere interest to develop a relationship with us, because the opportunity to make a profound difference in the lives of so many people is there” said Dr. Killu.

 

Dr. Dara Hill

Another faculty member who also traveled abroad on a research endeavor is Dr. Dara Hill, associate professor of reading and language arts, who spent three weeks this summer in the Baden-Wuerttemberg region in Germany. Dr. Hill wanted to investigate the phenomenon of high performing immigrant youth in a German college preparatory school (locally known as Gymnasium). More specifically, she wanted to investigate teachers' perspectives and expectations for the students, in a region where the current body of research informs that few immigrant youth make it to the Gymnasium, and instead struggle in low performing schools, and thus experience limited opportunities in school and society. Out of 1300 students in this school, there are 140 immigrant students representing 23 nations including Turkey, Vietnam, Pakistan, the US, and India. Hill mentioned that "Although this might seem small, it's significant--30 years ago when I attended school with my cousin in Gymnasium, there were no immigrant students, with the exception of me, and I was just visiting!". 

Preparatory School in Germany

 For her research, she interviewed seven teachers and the headmaster seeking to identify the perspectives and identities of participants who represented caring and culturally responsive teachers of immigrant youth. Preliminary findings include teachers whose experiences and identities led them to overwhelmingly maintain high expectations for immigrant youth who were well assimilated into school and society.  During the time of the study, Syrian refugees emerged in the community, but not in the school context.  Participants indicated an uncertain future in the wake of the Syrian refugee crisis and encouraged Hill to return in a few years to examine the school landscape as the school demography changes.

"I would say the biggest take away for me was the welcoming atmosphere where the students were proud of their heritage and were embraced by their teachers, against the grain of the literature that suggested otherwise.  So it was an honor and privilege to have the opportunity to have access to the school site.", said Dr. Hill.

Dr. Karen Thomas-Brown's Research Highlighted in Relational Poverty Network

The Relational Poverty Network convenes a community of scholars, working within and beyond academia, to develop conceptual frameworks, research methodologies, and pedagogies for the study of relational poverty. Launched at a historical moment of dramatic income inequality and enforced austerity in the global North, the RPN thinks across geographical boundaries to foster a transnational and comparative approach to poverty research.  In doing so, it pays attention to new global geographies of development, new forms of regulating poverty, and analyses from those often marginalized by poverty debates.  Building on a long tradition of critical work on poverty, it shifts from thinking about ‘the poor and poor others’ to thinking about relationships of power and privilege. 

Narrating the lived experiences of migrant Jamaica teachers in the U.S.

"This research is a part of an active ongoing investigation into the notions of citizenships and the migration experiences of Jamaican teachers living in the United States. These teachers work mainly in inner city schools and are also participants in the historically globalized nature of the islands of the Caribbean. They are products of an education system in Jamaica that has historically adopted and readopted to societal needs as the political and economic fortunes of the island wax and wane. This research examines the impacts of and responses to the accelerated out migration of teachers in response to recruitment drives that originate in United States, Canada, and the UK as well as efforts by the Jamaican government to have Jamaican-trained teachers participate in international talent transfer." 


Read full article HERE.