Ph.D., Education in Language and Literacy, University of California, Berkeley
Human rights education; bilingual and intercultural education of marginalized populations in the U.S. and worldwide; link between critical pedagogy and academic literacy; examination of youth violence and its link to schooling; action research methodologies.
REFEREED JOURNAL ARTICLES
Katz, S. R. & Chumpi, C. L. (2014). Recuperando la dignidad humana [Recovering human dignity]: Shuar mothers speak out on intercultural bilingual education. Intercultural Education, 25(1). 29-40.
Katz, S. R. (2012). Book review: Overtested: How high-stakes
accountability fails English language learners. Journal of
Multilingual and Multicultural Development.
Fuentes, E. H., Koirala-Azad, S., & Katz, S. R. (2012). Peace
profile: Graduate studies in Human Rights Education: Extending the
social justice discourse in education. Peace Review,
Dixon, O., Katz, S. & Schiller, J. (2011). Putting the
emphasis on human rights in a post-9/11 world: Human rights
education at the University of San Francisco. Faculty Resource
Network Online Journal.
Katz, S. R. (2009). Human rights education: Concepts and
pedagogies. Human rights education in the school systems of
Europe, Central Asia and North America: A compendium of good
practice. Human Rights Education Associates, OSCE/ODIHR,
Council of Europe, and UNESCO.
Katz, S. R. (2008). Introduction to the issue. IMPACT: A
multidisciplinary journal addressing the issues of urban youth,
Katz, S. R. (2005). Emerging from the cocoon of Roma pride: First
graduates of the Gandhi Secondary School in Hungary.
Intercultural Education, 16(3). 247-261.
Arriaza, G., Katz, S.R., & Fuentes, E.H. (2005). Overview:
Special issue: Waging war over public education and youth services.
Social Justice, 32(3).
Katz, S. R. (2004). Does the No Child Left Behind Act leave the
U.S. behind in bilingual teacher education? English Education,
Katz, S. R. & Kohl, H. (2002). Banishing bilingualism.
The Nation. December 9, 2002.
Katz, S. R. & O'Leary, C. (2002). Overview. New
pedagogies for social change. Social Justice, 29(4).
Katz, S. R. (2000). Can a teacher know too much? Ethical
considerations of practitioner research with students in gangs.
Educational Foundations, 14(1). 5-22.
Katz, S. R. (2000). Promoting bilingualism in the era of Unz:
Making sense of the gap between research, policy and practice in
bilingual education. Multicultural Education, 8(1).
Katz, S. R. (1999). Teaching in tensions: Latino immigrant youth,
their teachers and the structures of schooling. Teachers
College Record, 100(4), 809-840.
Muller, C., Katz, S. R., & Dance, L. J. (1999). Investing in
teaching and learning: Dynamics of the teacher-student relationship
from each actor's perspective. Urban Education,
Katz, S.R. (1997). Presumed guilty: How schools criminalize
Latino youth. Social Justice, 24(4). 77-95.
Weinberg, S., Katz, S. R. (1997). L.S. Vigotski y Mijaíl Bajtín: Un
estudio de los dos pensadores soviéticos. Educación.
Katz, S. R. (1996). Where the streets cross the classroom: A
study of Latino students' perspectives on cultural
identity in urban schools and neighborhood gangs. Bilingual
Research Journal, 20(3-4), 603-631.
Weinberg, S. Katz. (1996). Unforgettable memories: Using oral
history in the classroom. Voices from the Middle, 3(3),
Katz, S. R. & Spero, A. M. (Eds.) (In press). Bringing human rights education to U.S. classrooms: Exemplary models from elementary grades through university. New York: Palgrave McMillan.
Katz, S. R. & Spero, A. M. (In press). The challenges of triumphs of teaching human rights in U.S. schools. In S. R. Katz & A. M. Spero (Eds.), Bringing human rights education to U.S. classrooms: Exemplary models from elementary grades through university. New York: Palgrave McMillan.