Profile for Hanadi Shatara

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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 Learner32(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 Studies10(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 Education47(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 Instruction20(3), 208-219.

Kudos

published

Gerardo Aponte-Safe, Educational Studies and Hanadi Shatara, History, co-authored the article "Realities and Possibilities: Critical Global Education in Wisconsin Elementary Social Studies Standards" in The Critical Social Educator published on Thursday, April 15 by Iowa State University Digital Press. This innovative piece provides a framework for critical global analysis of elementary social studies curriculum.

Submitted on: April 15

 

presented

Hanadi Shatara, History and School of Education, presented "How Global Educators Positioned the World: The World Views and Teaching Interconnectedness, Justice Orientations, and Cosmopolitanism" at National Council for the Social Studies Annual Conference on Monday, Nov. 30, online. Shatara's paper discussed the worldviews of global educators in NYC public schools, looking specifically at interconnectedness, justice orientations, and cosmopolitanism. She explained ways that global educators’ positionalities influenced their ways of teaching global education.

Submitted on: Nov. 30, 2020