PhD, George Mason University
Associate Director, Center for International Education
Teaching Culturally, Linguistically Diverse & Exceptional Learners
Phone: (703) 993-8351
Fax: (703) 993-5771
George Mason University
Thompson Hall 2605
4400 University Dr.
Fairfax, VA 22030
Supriya Baily is Associate Professor at George Mason University where she teaches courses in international and comparative education, qualitative research methods and teacher education. She is also the Associate Director for the Center for International Education. Her research interests focus on gender, education and empowerment, the role of teacher agency towards social justice, and theorizing qualitative research methods. She is the co-editor of three books, Experiments in Agency: A global partnership to transform teacher research (forthcoming); Educating Adolescent Girls Around the Globe: Challenges and Opportunities (2015); and Internationalizing Teacher Education in the US (2012) as well as numerous journal articles and book chapters. Dr. Baily has spent over twenty years working with marginalized communities to better understand the processes of agency and voice that promote grassroots transformation and has lived and worked in India where she was the founder and president of CRISIS — a youth mentoring organization. She went on to teach in the critically acclaimed Newspaper in Education Program at The Times of India in Bangalore. She has worked with microcredit, women’s and youth development organizations in the U.S. where she has written grants and organized programs to enhance revenue streams. Currently, Dr. Baily serves as the Treasurer of CIES and sits on the board of the Global Teacher Education, Inc. She has served a three-year term as the Co-Chair of the Gender and Education Standing Committee of CIES, and has served as the Program Chair for the Peace Education Special Interest Group of the American Educational Research Association (AERA). She has been awarded multiple grants for research and teaching including the US State Department, the Norwegian Centre for International Cooperation in Education (with CIES Board member Dr. Halla Holmarsdottir) IREX, the Center for Consciousness and Transformation, and the Global Studies Office at Mason.
Dr. Baily's research has focused primarily on the effects nonformal education has had on women and the communities in which they live. Working in India and Indonesia, Dr. Baily has spent time in rural regions of these countries better understanding how women and the people around them understand the changing nature of womens' roles and identities. She also explores the effects of international students on their education, as well as policy issues affecting education for adolescents in developing countries. She has also been a consultant for the Teachers Foundation, a nonprofit organization in India working to transform teachers pedagogy and practice.
Baily, S., Shahrokhi, F. & Carsillo, T. (Eds.) (2017). Experiments in agency: A global partnership to transform teacher research. Rotterdam, The Netherlands: Sense Publishers.
Stacki, S. L. & Baily, S. (Eds). (2015). Educating Adolescent Girls Around the Globe: Challenges and Opportunities. New York, NY: Routledge.
Shaklee, B. D. & Baily, S. (Eds.). (2012). Internationalizing teacher education in the United States. Lanham: MD: Rowman & Littlefield Publishing.
PEER REVIEWED/REFEREED SCHOLARLY JOURNAL ARTICLES AND BOOK CHAPTERS
Seeberg, V., Baily, S., Khan, A., Ross, H., Wang, Y., Shah, P., & Wang, L. (2017). Frictions that activate change: dynamics of global to local non- governmental organizations for female education and empowerment in China, India, and Pakistan, Asia Pacific Journal of Education, DOI: 10.1080/02188791.2017.1296815.
Shaklee, B., Mattix Foster, A. A. & Baily, S. (2017). Globalization: Defining the terrain. In N. Aloni & L. Weintrob (Eds.), Beyond Bystanders: Educational leadership for a humane culture in a globalized reality (pp. 105-115). Rotterdam, The Netherlands: Sense Publishers.
Baily, S. (2017). Back to the Shire: At journey’s end: Lessons learned through a global education partnership. In S.Baily, F. Shahrokhi & T. Carsillo (Eds.). Experiments in agency: A global partnership to transform teacher research (pp. 221-230). Rotterdam, The Netherlands: Sense Publishers.
Baily, S., Shahrokhi, F, & Carsillo, T. (2017). The story of the fellowship: An international partnership between teachers and researchers. In S.Baily, F. Shahrokhi & T. Carsillo (Eds.). Experiments in agency: A global partnership to transform teacher research (pp. 1-10). Rotterdam, The Netherlands: Sense Publishers.
Baily, S. & Katradis, M. (2016). “Pretty much fear!!” Rationalizing teacher (dis)engagement in social justice education. Equity & Excellence in Education. 49:2, 215-227, DOI: 10.1080/10665684.2016.1144833
Baily, S. & Holmarsdottir, H. B. (2015). The quality of equity? Reframing gender, development and education in the post-2020 landscape. Gender and Education. 27, 826-845. Doi:10.1080/09540253.2015.1103842
Baily, S. Shah, P. & Call-Cummings, M. (2015). Reframing the center: New directions in qualitative methodology in international and comparative education. In A.W. Wiseman & E. Anderson (Eds.), Annual Review of Comparative and International Education (pp. TBD). Bingley, UK: Emerald Publishing.
Baily, S. (2015) Identifying structural changes from within: Emancipatory narratives exploring community constraints to women’s education and empowerment in rural India. Diaspora, Indigenous, and Minority Education: Studies of Migration, Integration, Equity, and Cultural Survival. 9, 175-188. doi: 10.1080/15595692.2015.1044085Baily, S., Hathaway, D., Katradis, M., & Isabel, M. (in press). Finding their Voice: Immigrant teacher experiences in the U.S Classroom. In C.Schlein and B. Garii (Eds.), Narrative and critical lenses on intercultural teaching and learning, (pp. TBD). Charlotte, NC: Information Age Publishing.
Baily, S., & Merz, S.A. (2015). Conducting fluid and timely research in youth activism – Understanding lessons from India. In S. Bastien and H.B. Holmarsdottir (Eds.), Youth at the margins: experiences from engaging youth in research worldwide (pp. TBD). Rotterdam, The Netherlands: Sense Publications B.V.
Baily, S. (2015). Who gets left behind? The fate of the unrepresented in the wake of US-India higher education partnerships. Policy Futures in Education: Special Issue: Indian Education at the Crossroads of Postcoloniality, Globalization and the 21st C Knowledge Economy, 13(2), pg. 273-286.
Baily, S. (In press). Emerging from the shadows: Countering the marginalization of rural adult women in development and education programs. In E. Brown & P. Gorski (Eds.), International Perspectives on Poverty (Vol. 7). Charlotte, NC: Information Age Publishing.
Baily, S. (2013). Our actions are louder than words: Gender, power, and a grassroots movement towards peace. In R. Amster & E. Ndura (Eds.), Exploring the Power of Nonviolence . Syracuse, NY: Syracuse University Press.
Baily, S. (2012). Framing the World Bank Education Strategy 2020 to the Indian context – Alignments, challenges and opportunities. In C. Collins & A.W. Wiseman (Eds.), Education strategy in the developing world: A conversation about the World Bank’s education policy development and revision. In International Perspectives on Education and Society Series (Vol. 16). (pp. 371 - 393). Bingley, UK: Emerald Publishing.
Baily, S. (2011). Trajectories of influence: Extending Paulston’s ideas to the framework of gender, power and community development. In J. C. Weidman & W. J. Jacobs (Eds.), Beyond the Comparative: Advancing Theory and Its Application to Practice (pp. 217-234). Rotterdam: Sense Publishers.
Baily, S. (2011). Speaking Up: Contextualizing women’s voices and gatekeepers’ reactions in promoting women’s empowerment in rural India. Research in Comparative and International Education, 6(1), 107-118.
Baily, S. (2009). Can You Eat Peace? Addressing development needs and peace education in Gujarat, India. In E. Ndura-Ouédraogo & R. Amster (Eds.), Building Cultures of Peace: Transdisciplinary Voices of Hope and Action (227-241). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Baily, S. (2009). Playing catch up: Leveling education for young adolescent students in India. In S. Mertens, V. A. Anfara, Jr. & K. Roney (Eds.), An international look at educating young adolescents: The handbook of research in middle level education (73-96). Charlotte, NC: International Age Publishing.
Ph.D. International Education - 2008, George Mason University, Fairfax, VA
Dissertation: Sharing power: how nonformal education for women shapes the perceptions and attitudes of community leaders — A case study in India.
M.A. International Development Studies - 1997, The George Washington University
Focus: International Education
B.A. Social Work - 1995, University of Delhi & University of Nevada, Reno
Minor: Womens Studies
- Graduate School of Education
- College of Education and Human Development
- Division of Advanced Professional Teacher Development and International Education
- Division of Educational Psychology, Research Methods, and Education Policy
- Teaching Culturally, Linguistically Diverse & Exceptional Learners
- International Education
- Research Methodology
- Transformative Teaching
- Center for International Education
- Center for Education Policy and Evaluation
Other Courses Taught
- Research to Practice (EDCI 777)
- Internship in Education (EDCI 790)
- Qualitative Methods in Educational Research (EDRS 812)
- Advanced Applications of Qualitative Methods (EDRS 822)
- Teaching Elementary Social Studies in International Schools (EDUC 512)
- Introduction to Culturally & Linguistically Diverse Learners (EDUC 537)
- Special Topics in Education (EDUC 597)
- Directed Reading, Research, and Individual Projects (EDUC 598)
- Workshop in Education (EDUC 600)
- Advanced Topics in Education (EDUC 797)
- Research Inquiries in International Education (EDUC 815)
- Intercultural Competence: Theory and Research Application to International Education (EDUC 878)
- Social Justice and Equity in International Education (EDUC 892)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)
- Advanced Internship in Education (EDUC 994)
- Doctoral Dissertation Proposal (EDUC 998)
- Doctoral Dissertation Research (EDUC 999)
- Studies in Language and Culture I (IETT 750)
- Studies in Language and Culture II (IETT 751)
- Research in Practice: The Team Project (IETT 752)
- Teaching and Learning (IETT 753)
- The New Professionalism: Theory and Practice (MNPE 700)
- The New Professional as a Reflective Practitioner (MNPE 702)
- Technology and Learning in the New Professions (MNPE 703)
- Research Methodologies in the New Professionalism (MNPE 704)