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B.A., Pontificia Universidad Catolica del Peru, 1993
M.A., Clark University, 1996
Ed.D., Teachers College, Columbia University, 2006
Dr. Valdiviezo’s interest is in re-conceptualizing and reforming schools as loci of change for social justice. Schools can be sites for reforming education as much as for re-conceptualizing what is valued and disseminated as knowledge. In her work, Dr. Valdiviezo examines diversity, pluralism, and knowledge production in institutional policy as a way to understand how inequality is reproduced but also how it can be contested. She draws on sociocultural, sociohistorical and comparative perspectives applied to discourse and its enactment in language policy, intercultural/multicultural education, bilingual/multilingual and Indigenous education. She frames her comparative analysis in epistemologies from the south and alternative knowledges.
As an education ethnographer Dr. Valdiviezo conducts participant observation in the context of public schools serving culturally and linguistically diverse students. Dr. Valdiviezo's field work has taken place in international rural/urban contexts including Indigenous and Afro-Latin American communities and urban schools serving recent immigrant and refugee families in the United States. In these contexts, she pays attention to the role educators play as political actors. Namely, she wants to know how educators understand diversity, how they enact language policy and how they transform inequity through pedagogy. She is also interested in the education of teachers as researchers using inquiry-based practice for the advancement of teaching theory and pedagogy.
Dr. Valdiviezo’s current research has been published in the International Journal for the Sociology of Language, the International Journal of Bilingual Education and Bilingualism, Intercultural Education, Cultural Studies of Science Education, International Education Journal and Revista Iberoamericana de Educación among others. She also has served as Associate Editor of the International Journal of Multicultural Education. She is an editorial board member for the International Journal of Qualitative Studies in Education, and the journal Race, Ethnicity and Education. Since 2014, with colleague sally Galman, she serves as Editor-in-Chief of Anthropology and Education Quarterly.
- Department of Teacher Education & Curriculum Studies