Northwestern Experts and Initiatives
Ofer Malamud is an economist focused on education policy from an international perspective. His research is concentrated in three substantive areas: educational investments over the life course, the role of technology in the formation of human capital, and the effect of general and specific education on labor market outcomes. He has studied these topics in a wide range of institutional settings across countries such as Chile, England, Israel, Mexico, Peru, Romania, Scotland, and the United States. His current research focuses on the interactions between family and school environments, gender differences associated with labor market returns and childhood socio-emotional behaviors, and technical and vocational education training in Mongolia.
Sally Nuamah's research sits at the intersection of race, gender, education policy, and political behavior. Her work is focused on using both quantitative and qualitative methods to examine the political consequences of public policies across the United States, as well as in Ghana and South Africa. Her current work focuses on the politics of public-school closures in cities such as Chicago and Philadelphia, and the political consequences of punishing black women and girls in criminal justice and education systems. In addition to her work as an academic, she is the founder of the TWII Foundation, which provides college scholarships for low-income girls in Ghana.
Shirin Vossoughi is an Associate Professor of Learning Sciences whose research integrates macro-political concerns (the roots of educational inequity, transnational migration, neoliberalism) with detailed studies of educational settings that imagine and enact alternative social relations. Vossoughi’s research centers on hybrid learning environments that blend formal and informal elements and support young people to engage in sophisticated forms of disciplinary thinking while questioning and expanding disciplinary boundaries. Her work examines the relationships between apprenticeship and joint activity; language and literacy practices; play and creativity; the subjective experience of educational dignity and indignity; the tensions and possibilities of political education; and the micro-genetic (moment-to-moment and day-to-day) development of scientific, social analytic and artistic discourse and practice.