Inst Of Res Comm
228 Gregory Hall
My approach to research is interdisciplinary and I work at connecting my teaching, service and research as an integrated set of practices. To this end, besides my own efforts at researching and publications, I model thoughtfulness to my students and young colleagues in the field. I assist them in the process of research, publication and professionalizing endeavors. I have had opportunities to put this approach into practice. One important collaboration was a Mellon Foundation proposal, “Beyond Technological Fundamentalism: Educational Technologies and Digital Reform in the Global Americas,” for an interdisciplinary seminar aimed at putting into dialogue major international scholars and policy makers on ICT innovations for the classroom. The project aimed to emulate and put into discussion MIT's One Laptop per Child Program (OLPC) launched earlier in the decade. Our proposal was not funded but the exercise of preparation involved collaboration with representatives from CLACS, ICR, MACS, Informatics and Computing and GLIS. I have collaborated in the past year with six graduate students in AERA conference submissions, on joint presentations, and on publishing research produced from my “Elite Schools in Globalizing Circumstances” project—itself an international collaborative project with researchers from Australia, Singapore, South Africa, England and India.
Additional Campus Affiliations
Professor, Education Policy, Organization and Leadership
Department Affiliate, Curriculum and Instruction
Research Professor, Institute of Communications Research
Professor, Unit for Criticism and Interpretive Theory
Professor, European Union Center
Professor, Center for Latin American and Caribbean Studies
Samayeen, N., Wong, A., & McCarthy, C. (2022). Space to breathe: George Floyd, BLM Plaza and the monumentalization of divided American urban landscapes. Educational Philosophy and Theory, 54(14), 2341-2351. https://doi.org/10.1080/00131857.2020.1795980
Goel, K., Cai, X., Ogwal, S., Wong, A., Engel, L. C., & McCarthy, C. (2021). The world before us: reappraising globalization in education in the tumult of contemporary change. Discourse, 42(5), 641-647. https://doi.org/10.1080/01596306.2020.1836744
Mccarthy, C., Goel, K. M., Bulut, E., Crichlow, W., Sanya, B. N., & Henson, B. (Eds.) (2020). Spaces of New Colonialism: Reading Schools, Museums, and Cities in the Tumult of Globalization. (Intersections in Communications and Culture). Peter Lang Publishing. https://doi.org/10.3726/b16139
McCarthy, C. R., Sanya, B. N., & Goel, K. (2020). Trading in Multiculture: The City and the University in the Age of Globalization. In C. McCarthey, K. M. Goel, E. Bulut, W. Crichlow, B. N. Sanya, & B. Henson (Eds.), Spaces of New Colonialism: Reading Schools, Museums, and Cities in the Tumult of Globalization (Intersections in Communications and Culture). Peter Lang Publishing.
Kenway, J., Fahey, J., Epstein, D., Koh, A., Mccarthy, C., & Rizvi, F. (2018). Multi-sited Global Ethnography and Elite Schools: A Methodological Entrée. In D. Beach, C. Bagley, & S. Marques da Silva (Eds.), The Wiley Handbook of Ethnography of Education (pp. 423-442). Wiley-Blackwell. https://doi.org/10.1002/9781118933732.ch18