Jorge Osterling
Ph.D., University of California, Berkeley
Associate Professor
George Mason University, Fairfax Campus
Robinson Hall A A323
4400 University Dr.
MS 4B3
Fairfax, VA 22030
Curriculum Vitae
Profile
Jorge P. Osterling is an associate professor of multilingual/multicultural education in the College of Education and Human Development at George Mason University. His research focuses on multicultural and multilingual education, particularly of Latino, immigrants and other students of diverse cultural and linguistic backgrounds. Dr. Osterling holds a Master of Arts and a Doctorate of Philosophy in Applied Anthropology from the University of California, Berkeley. He received a Bachelor of Arts at the Catholic University of Peru and a secondary education teaching certificate from the Peruvian government.
A Hispanic-American with proficiency in Spanish, English, and German, Dr. Osterling's career has encompassed several roles. In the past three decades, Dr. Osterling has worked as a university professor in four different countries: Peru, Colombia, Germany, and the USA, and has travelled extensively throughout the world. He was also a visiting scholar at the Inter-university Center for Latin American Research and Documentation, Amsterdam, the Netherlands. Dr. Osterling has also served as university teacher trainer, educational anthropologist, high school classroom teacher, community leader, public school administrator, researcher, and consultant.
In his twelfth year at George Mason University, Dr. Osterling teaches licensure, masters’ and doctoral courses in sociocultural theory, multicultural education, bilingualism and language acquisition research, educational anthropology, research to practice and social justice. He is also actively involved in ongoing action research projects with teachers at local and national levels. Dr. Osterling has been an active member of the National Association for Bilingual Education (NABE) and was elected President of its Capital Area affiliate.
Dr. Osterling's primary goal is to ensure that all students are valued, respected, and provided an equal opportunity to excel, regardless of their cultural, linguistic, or special needs background. He achieves this by developing a collaborative learning environment in which teachers and students work closely together, bringing to the classroom their previous knowledge and experience. Focusing on social justice, educational equity, and diversity, in his graduate courses Dr. Osterling helps his students to understand that social, cultural, economic, and political issues play a significant role in their jobs as teachers of culturally and linguistically diverse students in 21st century U.S. schools.
Dr. Osterling is the author of two books (1989, 1980) and over thirty articles, chapters and research reports in contemporary social and educational issues. Since his 1996 arrival at Mason, he has been conducting research on specialized populations, including immigrants, refugees and second language learners; school-community partnerships to address the problems of at-risk youth and families; social justice and counseling, and cross cultural issues that affect the education of diverse students in U.S. schools. In his research, particular emphasis is placed on the role of teacher as cultural broker and collaborator among families, community, and schools in order to ensure that all students achieve academic success.
Research Interests
- Multicultural/ multilingual education
- Sociocultural theory
- The education of Latino, immigrants, and students of diverse cultural and linguistic backgrounds
- Democracy and social justice
- Teacher professional development
Recent Publications
Journal Articles
- Merchant, A.D. & Osterling, J.P. (in press, 2008). Immigration, Education, and the Search for our National Identity. Bilingual Research Journal.31(1).
- Osterling, J.P. & Rahilly, M.K. (2008). Intercultural Discourse and Communication: The Essential Readings. [Review of the book Intercultural Discourse and Communication: The Essential Readings]. Education Review.Retrieved June 9, 2008 from, http://edrev,asy.edu/reviews/rev665.htm
- Grant, R.A.,
- Osterling, J.P. & Fox R.F. (2004). The Power of Perspectives: Building a Cross-Cultural Community of Learners. International Journal of Bilingual Education and Bilingualism 7(6), 489-505.
- Osterling, J.P. & Garza, A. (2004). Strengthening Latino Parental Involvement: Forming Community-Based Organizations/ School Partnerships. NABE's Journal of Research and Practice, 2(1), 270-284.
- Osterling, J.P. & Buchanan, K. (2003). Tapping a Valuable Source for Prospective ESOL Teachers: Northern Virginia's Bilingual Paraeducator Career Ladder School-University Partnership. Bilingual Research Journal 27(3), 503-521.
- Osterling, J.P. (2001). Waking the Sleeping Giant: Engaging and Capitalizing on the Sociocultural Strengths of the Latino Community." Bilingual Research Journal, 25(1&2), 59-89.
- Osterling, J.P. Violand-Sanchez, E. & and von Vacano, M. (1999). Latino Families Learning Together. Educational Leadership, 57 (2), 64-68.
Books
- Osterling, J.P. (1989). Democracy in Colombia: Clientelist Politics and Guerrilla Warfare. New Brunswick: Transaction Publishers. [Rutgers University] ISBN: 0887382290
- Osterling, J.P. (1980). De Campesinos a Profesionales: Migrantes de Huayopampa en Lima [From Peasants to Professionals: Huayopampino Migrants in Lima]. Lima: Fondo Editorial de la Pontificia Universidad Catilica del Peri. (203 pages).
Book Chapters
- Kirsch, H., Andrade, S., Osterling, J.P.& Galvan, A.M. (1995). Empowerment, Participation, and Prevention: Use of the Community Promoter Model in Northern Mexico. In Henry Kirsch (Ed.), Drug Lessons and Education Programs in Developing Countries (pp. 179-195). New Brunswick and Oxford: Transaction Publishers [Rutgers University].
- Osterling, J.P. (1995). Is the message Just Say No to Drugs or Say Yes to Life? A Drug-Abuse Prevention Curriculum for Bolivian High School Students. In Henry Kirsch (Ed.), Drug Lessons and Education Programs in Developing Countries (pp. 195-204). New Brunswick and Oxford: Transaction Publishers[Rutgers University].
- Kirsch, H., Reale, D. & Osterling, J.P. (1995). Hard-To-Reach or Out-of-Reach? Sao Paulo Outreach Workers and inner-City Addicts. In Henry Kirsch (Ed.), Drug Lessons and Education Programs in Developing Countries (pp. 219-234). New Brunswick and Oxford: Transaction Publishers [Rutgers University].
- Kirsch, H., & Osterling, J.P. (1995). Coalition Building in an Emerging Democracy: The Development of a National Drug-Abuse Prevention Plan in Paraguay. In Henry Kirsch (Ed.), Drug Lessons and Education Programs in Developing Countries (pp.297-310). New Brunswick and Oxford: Transaction Publishers [Rutgers University].
Other Information
Favorite Links (each opens in a new window)
- Please visit Dr. Osterling's professional website at http://mason.gmu.edu/~josterli
- Capital Area National Association for Bilingual Education (CANABE) - www.canabe.org