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Garine Palandjian

Grad Service Assistant
Graduate Assistant/Associate, TEMPE Campus, Mailcode 1811
Student Information:
Graduate Student
Educational Policy and Evaluation
MaryLouFulton Teachers College


Garine Palandjian is a PhD Candidate in Educational Policy and Evaluation at Mary Lou Fulton Teachers College.  As a border thinker, Garine uses a decolonial lens for her dissertation research in Armenia to explore how borders - and memories of bordering practices and experiences - redefine education and identities.  Using a critical educational ethnographic approach, her study examines how (re)thinking borders can help redefine education and identities in more inclusive ways, recognizing the plurality of education visions and the possible futures that they hold.  Moreover, Garine's dissertation aims to analyze the capacity and potential of education to contribute to more peaceful relationships among different ethnic groups in Armenia, Azerbaijan, and Turkey as well as to make clear the constraints of schools in fulfilling this role.  Garine has experience providing consultancy and policy recommendations for governmental and international organizations, including the United States Department of State, USAID, International Research & Exchanges Board, and American Councils for International Education.


M.A., Comparative & International Education, Lehigh University

B.A., Elementary Education, Rhode Island College



Basu, M. & Palandjian, G. (forthcoming). Writing qualitatively: claiming the margins.  Cultural Studies/Critical Methodologies, Special Issue.

Palandjian, G. (forthcoming). From fieldwork interruption to curating a data exhibition during the COVID-19 Pandemic. Looking back to look forward:Making connections in and through arts-based educational research SpringerBrief.

Wakefield, W., Amrein-Beardsley, A., Collins, C., do Lago e Pretti, E., Glassmeyer, K., Palandjian, G., Parra-Gaete, I., Roberts, T., & Terada, T. (under review). Examining an alternative teacher education undergraduate program: Possibilities for teaching and extending what it means to be an educator outside of the classroom. Journal of Teacher Education.

Silova,I., Millei, Z., Chachkhiani, K.,  Palandjian, G. and Vitrukh, M. (2021). Revisiting Post-Socialist Education Transformations: Monuments, Movements, and Metamorphoses. In T. Jules, R. Shields, M. A. M. Thomas (Eds.), Bloomsbury Handbook of Theory in Comparative and International Education. (pp. 147-166). Bloomsbury: London.

Served as a Copyeditor for the following publication: Turan, O., Sahakyan, E. N. Mkrtchyan, L., Gulu, F. Gasparyan, K. Erdinc, Y., and Caykent, O. (2019). Alternative history education modules for Armenia and Turkey. History Foundation (Tarih Vakfi) and Imagine Center for Conlfict Transformation, Istanbul and Yerevan.

Chachkhiani, K., Goebel, J., Gong, B., Palandjian, G., Pretti, E., Silova, I., Vitrukh, M. (2019). Education and Storytelling for Earthly Survival: ‘Becoming-With’ Donna Haraway. (A Sympoietic Movie Review). Comparative Education Review, 63(3), 457-459.

Palandjian, G., Silova, I., Mun, O., & Zholdoshalieva, R. (2018).  Nation and gender in postsocialist education transformations: comparing early literacy textbooks in Armenia Kazakhstan, Krgyzstan, and Latvia. In M. Chankseliani, & I. Silova. (Eds.) Comparing post Socialist transformations: purposes, policies, and practices in education. (pp. 167-192). Oxford Studies in Comparative Education.

Silova, I. & Palandjian, G. (2018).  Soviet Empire, childhood, and educationRevista Española de Educación Comparada (31), 147-171.

Akpinar, A., Avetisyan, S., Balasanyan, H., Gullu, F., Kandolu, I., Karapetyan, M., Manasian, N., Mkrtchyan, L., Aköz Özkaya, E. Tahsin Özkaya, H., Palandjian, G., Şekeryan, A., & Turan, Ö. (2017). History education in schools in Turkey and Armenia: A critique and alternatives.  In Bilmez, B., Çayır, K., Çaykent, Ö, Gamaghelyan, P., Karapetyan, M., & Sayan P. (Eds.), Retrieved from:

Silova, I., Mead, M., & Palandjian, G. (2014). Pedagogies of space: (re)mapping national territories, borders, and identities in post-soviet textbooks.  In J.H. Williams (Ed.), Re-(Imagining) the Nation. (pp. 103-128).  Sense Publishers.

Palandjian, G. (2014). The ABCs of being Armenian: (Re)turning to the Armenian national identity. In J.H. Williams (Ed.),Re-(Imagining) the Nation. (pp. 247-257). Sense Publishers.


Unpublished Reports

Palandjian, G. (2020).  Final Report on Rethinking borders and identities in Armenian education: Findings, Policy Implications and Recommendations.  Program for Research and Training on Eastern Europe and the Independent States of the Former Soviet Union (Title VIII) Funded by the U.S. Department of State and administered by American Councils for International Education: ACTR/ACCELS.

Palandjian, G. (2013).  A Case Study of Peace Education Curricula in Armenia: Findings and Policy Recommendations.  IREX Research Brief was funded by a grant from the United States Department of State.


Invited Presentations and Publications

Silova, I., Chachkhiani, K., Palandjian, G. & Tsotniashvili, K. (forthcoming).  Pedagogies of Time: “Editing” the Timelines of Childhood(s) through Memories and Textbooks. Journal of Childhood Studies, Special Issue.

Bright Garden Voices Meeting #3: Us and Them. Platform for respectful dialogue between Armenians-Azerbaijanis. Virtual (February 23, 2021).  

Palandjian, G. (September 30, 2020). Crossing borders through teachers’ memories and identities. Harvard Graduate School of Education REACH.

Brown, K. & Palandjian, G. Co-presentation and discussion of Akram Aylisli’s “Stone Dreams”. ASU Melikian Center Reading Group, Arizona. (September 24, 2020).

Data collection and fieldwork experiences from a critical educational ethnography. American University of Armenia, Graduate Students Research Methods Course. Yerevan, Armenia. (November 19, 2019).

Exploring the Armenian national identity through education: the role of maps and histories. Letters for Peace Summer 2019 Program, Yerevan, Armenia. (July 5, 2019).

Rethinking education policy: A Case Study of Peace Education Curricula in Armenia and Karabakh. Analysis & Research Planning for Armenia Program, Los Angeles, California, USA. (March 1, 2014).

Interactive Teaching Methods for International Ed Week. IREX Yerevan Annual International Education Week.  School Number 120, Yerevan Armenia.

Envisioning Seminar: envisioning possibilities for a constructive role for history education in the Nagorno-Karabakh peace process. George Mason University, Arlington, Virginia, USA. (May 14, 2012).

Research Activity: 

“Borders, Identity, and Pedagogy” is an exhibition featuring some of the stories, original photography, music, and sounds from my dissertation research on teachers’ memories and experiences of coexistence and crossing borders in Armenia, Turkey, and Azerbaijan. The exhibit will be available for a virtual tour with an invitation to an in-human experience between September 28 – October 9, 2020 at the ASU Harry Wood Gallery in Tempe, Arizona. 

Visit virtual gallery by clicking here:

Expertise Areas: