Iveta Silova

Director, Center for Advanced Studies in Global Education; Professor
Faculty w/Admin Appointment
TEMPE Campus
Mailcode
1811
Faculty Affiliate
Faculty w/Admin Appointment
TEMPE Campus
Mailcode
1811
Director, Center for Advanced Studies in Global Education (ACD) & Professor
Faculty w/Admin Appointment
TEMPE Campus
Mailcode
1811
Director & Professor
Faculty w/Admin Appointment
TEMPE Campus
Mailcode
1811

Biography

Iveta Silova is Professor and Director of the Center for the Advanced Studies in Global Education at Mary Lou Fulton Teachers College at Arizona State University. She teaches graduate courses in comparative and international education, education policy and evaluation, research design, and post/decolonial approaches to education research. She supervises PhD students undertaking research in the areas of globalization and education borrowing; post-socialist transformations; post-colonialism, decolonial studies, and border-thinking; artificial intelligence and education; nature-culture interactins in the anthropocene; as well ecofeminism and environmental sustainability.

Bridging different cultures and disciplinary boundaries, and working in several languages, Professor Silova's research has evolved in the following directions (see more under 'research' section): 

  • Globalization, knowledge transfer, and education policy borrowing 
  • Post-socialist transformations and education alternatives beyond the Western horizon
  • Memories of childhood and schooling during socialism and the Cold War
  • Scientific and philosophical study of humannature interactions and relations
  • Education, ecofeminism and environmental sustainability 

Professor Silova has extensive experience in the area of international aid and development, haivng experienced different sides of the development industry's operations - both as a recepient of international aid working in the post-socialist contexts, a program officer overseeing the implementation of international development projects globally, and as a researcher engaged in studying the politics and policies of international development dynamics. She was born, raised, and education in (Soviet Latvia) and spent seven years living and working in various countries of the former Soviet Union, including Central Asia (Kazakhstan), the Caucasus (Azerbaijan), and Belarus. Prior to her academic career in the U.S., she worked as an education researcher and adviser with various international organizations, including UNICEF, UNESCO, USAID, and the Open Society Institute/Soros Foundations. Her long-term goal is to continue to bridge the traditional theory/practice dichotomy by engaging in meaningful and ethical collaborations between academics, policymakers, and education practitioners in various cultural contexts.

Professor Silova is a recipient of multiple awards, including ASU Mary Lou Fulton Teachers College Award for Excellence in Research for Global Impact (2020), UN Best Practices Award (2013) for inspiring students to act on the issues of global concern.  She received the George Bereday Award for the article published in Comparative Education Review (2013), co-authored with Stephen Carney and Jeremy Rappleye, Between Faith and Science: World Culture Theory and Comparative Education and best book award for From sites of occupation to symbols of multiculturalism (2008) from the Association for the Advancement of Baltic Studies (AABS).

Since 2008, Professor Silova has served as a co-editor (with Noah W. Sobe) of a quarterly, peer-reviewed journal entitled, European Education: Issues and Studies (published by M.E. Sharpe). The journal is affiliated with the Comparative Education Society of Europe (CESE) and features original inquires and dialogue on education across the member states of the Council of Europe as well as the impact of European education initiatives globally. She also serves as an Associate Editor of  Education Policy Analysis Archives, a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies.  

Education

  • Ph.D. Comparative Education and History/Political Science (with distinction), Graduate School of Arts and Sciences, Columbia University 2002    
  • M. Phil., International and Comparative Education, Graduate School of Arts and Sciences, Columbia University 2000
  • M.Ed., International and Comparative Education, Graduate School of Arts and Sciences, Columbia University 1997
  • M.A., Education Administration and Leadership, Graduate School of Arts and Sciences, Columbia University 1996
  • Harriman Institute Certificate in the advanced interdisciplinary study of the Russian Empire, 1999-2002
  • B.A., Linguistics and Foundations of Education, University of Latvia, Riga 1994

Videos

Google Scholar

Research Interests

  • Globalization and policy transfer in education; the politics and economics of educational borrowing/lending
  • Public policy efforts addressing social inequalities, including gender equity trends, cultural and ethnolinguistic issues, and privatization trends in public education (e.g., shadow education)
  • Postsocialist education transformations in Eastern and Central Europe and the former Soviet Union, including historical dimensions, political processes, as well as knowledge production and transfer
  • Intersections of postsocialism and postcolonialism; decoloniality of knowledge production and being
  • Social construction of childhoods, cultural politics of childhoods, as well as notions of place/space of childhoods 
  • Collective biography, memory work, life-writing
  • Sustainability, environment, ecofeminism

 

Research Activity

Education and Environmental Sustainability (2016-present)

Research Team: Iveta Silova, Hikaru Komatsu, and Jeremy Rappleye

Our collaborative research explores the role of culture and education in environmental sustainability. Drawing on environmental  philosophy and ecofeminism literature, we argue that cultural dimensions strongly relate not only with people’s environmental attitudes but also with their actual environmental impacts (see Komatsu, Rappleye, and Silova, 2019, 2020). We empirically demonstrate that people in societies with strong individualism tend not to accept anthropogenic causes of the climate crisis and tend to have greater environmental impacts on Earth, compared to people in more interdependent societies. These cultural differences could be partially explained by how individual members view themselves in relation to other members, as well as the extent in which they are willing to control their own desires and behaviors for the sake of collective social benefit (independent versus interdependent self). We suggest that education plays a central role in (re)articulating both culture and self, thus enabling us to make a cultural shift toward environmental sustainability. However, to do so “education” itself – as it is currently understood as modern schooling – must undergo a cultural shift. To accomplish this, we attempt to bring into focus alternatives beyond the familiar Western education paradigm (Silova, Rappleye, & Auld, 2020; Silova, Rappleye, You, 2020; see also Common Worlds Research Collective, 2020).  

 

Memories of (Post)Socialist Childhood and Schooling (2014-present)

Research Team: Iveta Silova, Zsuzsa Millei, and Nelli Piattoeva

This research project focuses on memories of socialist childhood written by cultural insiders who were brought up and educated on the eastern side of the Iron Curtain, spanning from Central Europe to mainland Asia. It enables participants to explore - collectively and individually - their own experiences of Soviet/socialist education and childhood by analyzing lived experiences, memories, and artifacts of socialist childhood and schooling. The goal is to make visible to ourselves as researchers how we have mastered (and been mastered by) particular theories and understandings of (post)socialist transition, education, and childhood. Our memories offer insights into the manifold nature of childhoods that cannot be simply reduced to an ideological oppression exercised through socialist state control or official school curriculum and pedagogy. Rather, these evocative memory stories illuminate the diverse spaces of childhoods interweaving with broader political, economic, and social life. They also highlight the multiple ways of becoming and being children in historical contexts that are far more ambiguous than previously acknowledged. Drawing on the research traditions of autobiography, autoethnography, and collective biography, we challenge what is often considered “normal” and “natural” in the historical accounts of socialist childhoods and engage in (re)writing histories that rub against traditional imaginaries of Cold War divisions between the East and West. You are welcome to explore our anarchive of childhood memories, which creates a kaleidoscopic image of identities, regions, religions, cultures, and histories. Please also browse through our book, "Chilhood and Schooling in (Post)Socialist Societies: Memories of Everyday Life" (2018) and join our upcoming conference "Spinning the Sticky Threads of Childhood Memories: From Cold War to Anthropocene" (October 20-21, 2021).

Research project website: Decolonial and De-Cold War Dialogues on Childhood and Schooling

 

Rethinking Theory and Methods for Educational Research in(Post)Socialist Contexts (2014-2018)

Research Team: Iveta Silova, Noah Sobe, Alla Korzh, Serhiy Kovalchuk

This research project explores the shifting social imaginaries of post-socialist transformations to understand what happens when the new and old utopias of post-socialism confront the new and old utopias of social science. It addresses the theoretical, methodological, and ethical dilemmas encountered by researchers in the social sciences as they plan and conduct education research in post-socialist settings, as well as disseminate their research ndings. Through an interdisciplinary inquiry that spans the elds of education, political science, sociology, anthropology, and history, the book explores three broad questions: How can we (re)imagine research to articulate new theoretical insights about post-socialist education transformations in the context of globalization? How can we (re)imagine methods to pursue alternative ways of producing knowledge? And how can we navigate various ethical dilemmas in light of academic expectations and eldwork realities? Drawing on case studies, conceptual and theoretical essays, autoethnographic accounts, as well as synthetic introductory and conclusion chapters by the editors, this project brings together scholars and education practitioners to advance an important conversation about these complicated questions in geopolitical settings ranging from post-socialist Africa to Eastern Europe and Central Asia. The contributors not only expose the limits of Western conceptual frameworks and research methods for understanding post-socialist transformations, but also engage creatively in addressing the persisting problems of knowledge hierarchies created by abstract universals, epistemic difference, and geographical distance inherent in comparative and international education research. This research project questions the existing education narratives and rethink taken-for-granted beliefs, theoretical paradigms, and methodological frameworks in order to reimagine the world in more complex and pluriversal ways. Please see our book and podcast to explore more.

 

Education Merit on a Global Scale: The History and Conceptualization of Merit and Educational Meritocracy in China, Italy, Russia and the United States

Research Team: Noah W. Sobe (Univeristy of Loyola Chicago, Principal Investigator), Iveta Silova (Arizona State University), Giovanna Barzanò (University of Rome III), and Jinting Wu (University of Buffalo) 

According to the UN Declaration of Human Rights, primary education is a fundamental human right. Higher education, however, is to be accessible to all on the basis of ‘merit.’ Yet, merit does not have a globally homogenous meaning. What is recognized as ‘merit’ is a cultural and historical production that produces certain ‘kinds’ of human beings and consequential forms of inclusion and exclusion. This research investigates how education systems in China, Italy, Russia and the United States sought to produce educational merit across the 20th century. Though what counts as merit is deeply local and exhibits intra-national variations, educational merit has also long been conceptualized against a global horizon of comparison and international competition -- from the World’s Fair era, through the Cold War, to today’s international assessments and efforts to produce global citizens and globally competent workforces. This historical study is aiming to offer a new way of thinking about globalization and education that sees global forms as produced by local actors. By seeking to illuminate the ways that education reformers in China, Italy, Russia and the United States have historically sought to create education systems that successfully measure and mobilize merit against a global horizon of comparison and international competition, our project represents a profound re-thinking of the connection between globalization and education.  

 

 

 

Courses

Spring 2021
Course Number Course Title
EPA 691 Seminar
EPA 790 Reading and Conference
EPA 792 Research
EPA 799 Dissertation
Fall 2020
Course Number Course Title
GLE 598 Special Topics
EPA 790 Reading and Conference
EPA 792 Research
EPA 799 Dissertation
Spring 2020
Course Number Course Title
EPA 691 Seminar
EPA 790 Reading and Conference
EPA 792 Research
EPA 799 Dissertation
Fall 2019
Course Number Course Title
DCI 790 Reading and Conference
EPA 790 Reading and Conference
EPA 792 Research
EPA 799 Dissertation
Spring 2019
Course Number Course Title
EPA 790 Reading and Conference
EPA 792 Research
Fall 2018
Course Number Course Title
EPA 691 Seminar
EPA 790 Reading and Conference
EPA 792 Research
Spring 2018
Course Number Course Title
EPA 691 Seminar
Fall 2017
Course Number Course Title
EPA 691 Seminar
EPA 790 Reading and Conference
EPA 792 Research
Spring 2017
Course Number Course Title
EPA 691 Seminar
Fall 2016
Course Number Course Title
EPA 691 Seminar

Honors/Awards

ASU Mary Lou Fulton Teachers College Award for Excellence in Research for Global Impact (2020) 

Comparative and International Education Society (CIES), George Bereday Award (2013) for the best article published in Comparative Education Review, co-authored with Stephen Carney and Jeremy Rappleye, "Between Faith and Science: World Culture Theory and Comparative Education," which makes a unique contribution to the development of the field of comparative and international education.

United Nations (UN) Best Practice Award (2013) for innovative teaching about the UN and inspiring students to act on the issues of global concern. Presented by CTAUN, a non-profit devoted to providing opportunities for educators to learn, understand and appreciate the work of the UN, and incorporate global awareness into curricula and education activities at all levels.

Best Book Award from the Association for the Advancement of Baltic Studies (2008) for From Sites of Occupation to Symbols of Multicultural: Re-conceptualizing Minority Education in Post-Soviet Latvia (Information Age Publishing, 2006), an award for an outstanding English-language scholarly book in Baltic Studies (humanities and social sciences) published in 2006 or 2007.

Editorships

Co-editor (with Noah W. Sobe), European Education: Issues and Studies, a quarterly, peer-reviewed journal published by Taylor & Francis. The journal is affiliated with the Comparative Education Society of Europe (CESE) and features original inquires and dialogue on education across the member states of the Council of Europe as well as the impact of European education initiatives globally.

Associate Editor, Education Policy Analysis Archives, a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies.    

 

Membership on Journal Editorial and Advisory Boards

International Studies in Sociology of Education 

Research in Comparative and International Education

Intercultural Education

Journal of Supranational Studies in Education

ECNU Review of Education

Professional Associations

American Education Research Association (AERA)

Association for the Advancement of Baltic Studies (AABS)

Comparative and International Education Society (CIES) 

CIES Vice President (2018-2019)

CIES President Elect (2019-2020)

CIES President (2020-2021)

 

 

 

Service

Open Society Foundations, Education Support Program

Advisory Board member