Balaraba Zahra Aliyu (Nigeria)
Balaraba Aliyu currently works as the Education Specialist and Deputy Program Director for the Earth Institute, Columbia University on the Nigeria MDG Scale up Program based in Abuja. She is a development practitioner specializing on education whose career has spanned over 15 years working in the public and private sectors as well as civil society. Prior to this she spent four years as the Technical Advisor to the Senior Special Assistant to the President on MDGs in Nigeria. She has also worked as the International Education Program and Shared Learning Coordinator for Actionaid International for 5 years, as well as a consultant for the Ministry of Education in Nigeria on the Education for All Initiative. Balaraba is a trustee of the Centre for Policy Research and Development Solutions and serves as an advisor to numerous NGOs. Balaraba is Nigerian and has a degree in French.
HaeIn Shin (Saudi Arabia)
HaeIn is Director of Planning for a fitness education project under King Abdullah Institute for Research and Consulting Studies in Saudi Arabia. She has worked in various education programs providing research and technical support for low-incomes areas across West and East Africa, India, and Morocco with The Earth Institute, Columbia University and United States Peace Corps. She developed pilot curricula and provided research for Mwenge University, Connect to Learn, and a private foundation to guide implementation of education and training programs. Her research interests include education in international development and pedagogical methods. She received her M.A. in International Educational Development from Teachers College, Columbia University and B.A. in International Relations from the College of William and Mary.
Saima Malik is a fourth year doctoral student in the Developmental and Psychological Sciences program at the Stanford Graduate School of Education. She taught first grade in a diverse urban elementary school in Alexandria City, Virginia following a Masters in Teaching from the University of Virginia. After this, she completed a Masters in International Education Policy at Harvard Graduate School of Education and joined Save the Children’s Education team in Islamabad, Pakistan where she worked with the School Health and Nutrition team and the Emergency Response and Recovery team providing assistance to flood victims in the KhyberPakhtunkhwa and Sindh provinces. Having been a first grade teacher, she is interested in the teaching and learning of early primary grade children, particularly those living in rural settings in situations of adverse poverty following the experience of conflict or disaster. She is currently working on two research projects, one looking at the mental health of American Indian middle school students and the other analyzing the impact of a literacy intervention in rural Rwanda.
Mary Ann Chacko (Kerala, India)
Mary Ann is a doctoral student in the Department of Curriculum and Teaching. Prior to joining Teachers College, she has been a middle school teacher and teacher educator in India. She is studying the Student Police Cadet (SPC) program, a community policing project implemented in public and private schools across the Indian state of Kerala. Her multi-sited ethnographic research seeks to examine the factors that enabled the institutionalization of this cadet program in schools; the ways in which the SPC curriculum and pedagogical relations construct cadets as student-citizens; and the larger significance and implications of efforts by police to fashion responsible and law-abiding youth in the community.