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
Silova,I., Millei, Z., Chachkhiani, K., Palandjian, G. and Vitrukh, M. (forthcoming). Revisiting Post-Socialist Education Transformations: Monuments, Movements, and Metamorphoses. Bloomsbury Handbook of Theory in Comparative and International Education.
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. 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 education. Revista 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: http://caucasusedition.net/analysis/history-education-in-schools-in-turkey-and-armenia/
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.
Palandjian, G. (2013). Educating Peace: A Case Study of Peace Education Curricula in Armenia. IREX Research Brief.