Susan Roberta Katz is Professor of International and Multicultural Education at the University of San Francisco, where in 2008 she co-founded the first graduate program in Human Rights Education in the U.S. She has received two Fulbright fellowships: 2003 at the University of Pécs, Hungary, and 2010 at the bilingual intercultural teacher training institute of the Shuar indigenous nationality in Ecuador. Dr. Katz’s writings on the education of youth from diverse marginalized communities have appeared in Teachers College Record, Urban Education, Intercultural Education, and Social Justice. Her co-edited book, Bringing Human Rights Education to U.S. Classrooms: Exemplary Models from Elementary Grades through University, was published by Palgrave McMillan in Spring 2015.
- PhD, 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 violence against youth and its link to schooling
- Action research methodologies
REFEREED JOURNAL ARTICLES
Tibbitts, F., & Katz, S.R. (2018). Dilemmas and hopes for human rights education: Curriculum and learning in international contexts. PROSPECTS: Comparative Journal of Curriculum, Learning and Assessment,, 47 (1-2). 31-40.
Madrid, D. & Katz. S.R. (2018). Do gitano students feel discriminated against in their social and academic surroundings? A survey of schools in Granada, Spain. Intercultural Education. DOI: 10.1080/14675986.2018.1435408
Katz, S.R., Flowers, N., & Rudelius-Palmer, K. (2017). 7th International Conference on Human Rights Education, Santiago, Chile. International Journal of Human Rights Education.
Katz, S.R., & Alishahi, A. (2015). Book review: Education and disadvantaged children and young people: Education as a humanitarian response. Teachers College Record.
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, 24(2).
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. http://www.nyu.edu/frn/publications/engaging.students/Dixon.Katz.Schiller.html
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, 2(1).
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, 36(2). 141-152.
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). 1-7.
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). 2-7.
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, 34(3). 292-337.
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. 27-30.
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), 18-25.
Tibbitts, F., & Katz, S.R. (Eds.) (2018). Dilemmas and hopes for human rights education in international contexts. PROSPECTS: Comparative Journal of Curriculum, Learning and Assessment.
Katz, S. R. & Spero, A. M. (Eds.) (2015). Bringing human rights education to U.S. classrooms: Exemplary models from elementary grades through university. New York: Palgrave McMillan.
Zerquera, D., Aldana, U.S., Fuentes, E., Katz, S.R. & Thomas, C. (2016). Reimagining doctoral education: Mission realignment for enacting social justice. In A. Ellis (Ed.), Ed.D. programs as incubators for social justice leadership. Boston, MA: Sense Publishers.
Four Arrows & Katz, S.R. (2015). Partnerships, worldviews, and “primal vibration” lesson plans. In B-L Bartlett (Ed)., Engaging first peoples in arts-based service learning. Springer Publications.
Katz, S. R. & Spero, A. M. (2015). 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.