Profile for Hanadi Shatara
Specialty area(s)
Social Studies Education
Global Education
Teacher Education
Brief biography
Hanadi Shatara received her doctorate in Social Studies Education at Teachers College, Columbia University. Her research focuses on global education, teacher positionalities, the representations of the Southwest Asia and North Africa in education, and teacher education. Some of her goals are to incorporate critical global perspectives and social justice into K-12 classrooms. She is affiliated with the National Council for the Social Studies (NCSS), College and University Faculty Association (CUFA), Wisconsin Council for the Social Studies (WCSS), American Educational Research Association (AERA), Comparative and International Education Society (CIES), and the American Association of Colleges for Teacher Education (AACTE). Dr. Shatara was also a middle school social studies teacher for seven years in Philadelphia, PA, where she became a National Board Certified Teacher and a Fulbright scholar.
Current courses at UWL
EDS 492: Student Teaching Seminar
HIS 304: Schools and Learning in Social Studies and Field Experience I
HIS 419: History and Social Studies in Secondary School
Education
Ph.D. in Social Studies Education, Teachers College, Columbia University
M.Phil in Social Studies Education, Teachers College, Columbia University
M.S.Ed. in Urban Education, University of Pennsylvania
B.A. in History, University of California, Berkeley
Professional history
Instructor and Student Teaching Coordinator, Program in Social Studies Education, Teachers College, Columbia University, New York, NY, 2017-2019.
Adjunct Instructor, Department of Curriculum and Teaching, Hunter College, CUNY, New York, NY, 2016-2019.
edTPA Coordinator and Graduate Assistant, Program in Social Studies Education, Teachers College, Columbia University, New York, NY, 2014-2017.
Social Studies Teacher, AMY at James Martin School, Philadelphia, PA, 2007-2014.
Research and publishing
Aponte-Safe, G. J. & Shatara, H., (2021) “Realities and Possibilities: Critical Global Education in Wisconsin Elementary Social Studies Standards”, The Critical Social Educator 1(1). doi: https://doi.org/10.31274/tcse.11480
Shatara, H., & Sonu, D. (2020). Teaching World Communities as Cultural Translation: A Third Grade Unit of Study. Social Studies and the Young Learner, 32(4), 4-9.
Mitchem, M. C., Shatara, H., Kim, Y., & Gaudelli, W. (2020). Global Education in Neoliberal Times: A Comparative Case Study of Two Schools in New York. Journal of International Social Studies, 10(1), 92-112.
Baron, C., Sklarwitz, S., Bang, H., & Shatara, H. (2019) What teachers retain from historic site-based professional development, Journal of Teacher Education, 1-17.
Baron, C., Sklarwitz, S., Bang, H., & Shatara, H. (2019). Understanding what teachers gain from professional development at historic sites. Theory & Research in Social Education, 47(1), 76-107.
Johnson, M. W., Lemke, M., & Shatara, H. (2017). A book review symposium. Imagining education: Beyond the logic of global neoliberal capitalism. Journal for Critical Education Policy Studies. 15(3), 397-419.
Gaudelli, W., & Shatara, H. (2016). Developing Global Citizens? Possibilities and Problems of Youth-Conference Programming. Journal of Research in Curriculum and Instruction, 20(3), 208-219.
Kudos
published
presented
Important links
Hanadi Shatara's office hours
Remote office hours offered: Virtual appointments are an option. Email me at hshatara@uwlax.edu to set up a virtual meeting.