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Garine Palandjian

Grad Research 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 plans to use a decolonial lens for her dissertation research in Armenia to explore how borders - and memories of bordering practices and experiences - redefine education and identities.  Considering Armenia’s changing geopolitical space and time, this study will examine 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.  Her research aims to analyze the capacity and potential of education to contribute to more peaceful relationships among different ethnic groups in Armenia, as well as to make clear the constraints of schools in fulfilling this role.  Garine is a recipient of the the ASU Global Development Research Program and 2019-2020 Title VIII Research Scholar Program.  From June 2019-May 2020, Garine will be conducting ethnographic fieldwork for her dissertation in Armenia.


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 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.

Palandjian, G. (2013).  Educating Peace: A Case Study of Peace Education Curricula in Armenia.  IREX Research Brief.