I recently completed a PhD in International and Comparative Education at Stanford University’s Graduate School of Education.
I am a mixed methods researcher who is focused on exploring how history education shapes national narratives and identities, particularly in the context of historical atrocities, political conflict, and globalization. My work combines qualitative content analysis and critical theoretical frameworks with quantitative analysis of global educational trends to understand the interplay between education, memory, and national identity. I am currently adapting my three-paper dissertation into a book.
Contested Memory: History Curriculum And The Legacy Of State Violence In Comparative Perspective
Paper 1: From Silence to Denial: The Armenian Genocide and Its Shifting Narrative in Turkish History Textbooks, 1934-2018
Analyzes Turkish history textbooks over time to track narrative shifts in portrayal of Armenian Genocide using qualitative content analysis methods.
Paper 2: Filtered Visions: The Role of Textbook Imagery in Constructing Memory in Contemporary American History Textbooks
Examines visual content in American history textbooks to assess how imagery represents and sanitizes the history of slavery using critical race theory and theories of visual representation.
Paper 3: Crafting National Memory: The Impact of Conflict and Globalization on History Education, 1945–2020
Quantitative analysis of longitudinal data to explore how conflict and political changes affect history curriculum and patriotic content in schools over time.