Susan Garnett Russell

About

Susan Garnett Russell is a professor whose research focuses on education in contexts of conflict, post-conflict, and transitional justice. Her work explores themes such as reconciliation, peacebuilding, civic identity, rights, and belonging, with specific case studies including Colombia, Rwanda, South Africa, and the United States. She investigates how education can serve as a tool for social change, peacebuilding, and the construction of collective memories of violence. Her scholarly interests include education for reconciliation and citizenship, human rights education, and the role of education in post-genocide and post-apartheid settings. The page indicates her involvement in teaching and research related to these areas, although it does not specify her academic background or detailed professional history.

Research topics

• Sociology
• Political Science
• Pedagogy
• Law
• Social psychology
• Geography
• Law and economics
• Public relations
• Psychology

Selected publications

• Human Rights Education in South Africa: Ideological Shifts and Curricular Reforms

  Comparative Education Review · 2019-01-14 · 27 citations

  article1st authorCorresponding

  Using a mixed quantitative and qualitative analysis of 42 South African textbooks from the postapartheid era, we seek to understand how global human rights discourses manifest in South African textbooks across different subjects and whether these discourses may have changed over time. By employing a two-dimensional framework that examines the vertical flow of human rights knowledge from global to local, as well as the horizontal pedagogical application of this knowledge in textbooks, we offer a…

  PublisherDOI

• When the Past Is in the Present: The Paradox of Educational Opportunity and Social Inclusion in South Africa and Rwanda

  Sociology of Race and Ethnicity · 2018-07-09 · 26 citations

  article1st authorCorresponding

  The legacies of a racial and ethnocentric past continue to have implications for the present in South Africa and Rwanda, particularly within the realm of education. Although in both societies, the governments have addressed their repressive and violent histories through the implementation of color-blind (or nonracial/ethnic) policies that espouse national unity and reconciliation, these very same policies inadvertently reinforce old divisions. They suppress candid discussion about past and curre…

  PublisherDOI

• Global Discourses and Local Practices: Teaching Citizenship and Human Rights in Postgenocide Rwanda

  Comparative Education Review · 2018-05-30 · 25 citations

  article1st authorCorresponding

  In postgenocide Rwanda, education is viewed by the national government as crucial for shaping a new, unified civic identity but also as a tool to address the past genocide. Drawing on Rwanda as a case study, this article analyzes national curriculum documents, school textbooks, and interviews with teachers and students in order to understand the following questions: To what extent does the Rwandan state integrate global rights discourses within the civics curricula and textbooks? How do teachers…

  PublisherDOI

• Belonging and Not Belonging: The Case of Newcomers in Diverse US Schools

  American Journal of Education · 2022 · 23 citations

  1st authorCorresponding

  Purpose: Schools play an important role in the incorporation of newcomer students and for determining who belongs and does not belong to the nation-state. In this article, we analyze students’ experiences of belonging and exclusion in diverse high schools. Research Methods/Approach: We use survey and interview data from a mixed-methods study conducted in four high schools in Arizona and New York. We ask, What individual, school, and social contextual factors explain students’ sense of school bel…

  PublisherDOI

• The Making of a Human Rights Issue: A Cross-National Analysis of Gender-Based Violence in Textbooks, 1950-2011

  Gender & Society · 2018-07-16 · 21 citations

  article1st authorCorresponding

  In the past few decades, awareness around gender-based violence (GBV) has expanded on a global scale with increased attention in global treaties, organizations, and conferences. Previously a taboo topic, it is now viewed as a human rights violation in the broader world culture. Drawing on a quantitative analysis of 568 textbooks from 76 countries from across the world, we examine the extent to which this growing global attention to GBV has filtered down into national educational curricula. We fi…

  PublisherDOI

Frequent coauthors

• Patricia Bromley

  Stanford University

  6 shared

• Francisco O. Ramírez

  4 shared

• Sarah Lewinger

  Boston University

  2 shared

• Prudence L. Carter

  2 shared

• Sarah Carsley

  Public Health Ontario

  2 shared

• Paula Mantilla-Blanco

  Columbia University

  2 shared

• Laura Quaynor

  Johns Hopkins University

  2 shared

• Julia C. Lerch

  2 shared

Labs

• Susan Garnett Russell's LabPI

  Not provided

Awards & honors

• Funding from the Spencer Foundation
• Funding from Dubai Cares/E-3
• Funding from the National Science Foundation (NSF)
• Funding from NSEP Boren
• Funding from the U.S. State Department Bureau of Population,…

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