Phone: (703) 993-8351
Fax: (703) 993-9380
Email: sbaily1 (@gmu.edu)
George Mason University
Thompson Hall 2201
4400 University Dr.
Fairfax, VA 22030
Supriya Baily is an activist, a scholar, and an educator. Her work, spanning thirty years, began as a teenager in India as a community organizer and leader. Currently, she is Professor of Education at George Mason University She is also the Co-Director for the Center for International Education and the Director of the CEHD Office of Faculty Development as well as the President of the Comparative and International Education Society, where she formerly served as Treasurer.
Dr. Baily focuses on the ways in which structures of power intersect with education leading to unequal systems of education. She focuses on the marginalization of girls and women in educational policy and practice, and the role of teacher education to address educational inequity. Prior to joining academia, she worked for development and social justice organizations leading to her lifelong interest to the better understand the processes of agency and voice that promote grassroots transformation in marginalized communities. She is currently working on a book that looks at the ways in which nationalism, religious fundementalism and women's education are being affected in India.
She also sits on the board of the United Nations Association – National Capital Area (UNA-NCA) (2020-2023). Previously, she sat on the board of the Global Teacher Education, Inc. She 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 Dr. Halla Holmarsdottir, of Oslo Metropolitan University) IREX, the Center for Consciousness and Transformation, and the Global Studies Office at Mason.
In Bangalore, India, she was the founder and president of CRISIS — a youth mentoring organization and went on to teach in the critically acclaimed Newspaper in Education Program at The Times of India where she was the youngest workshop consultant in an equity-based education program. Her work in New Delhi with Dhyana, focused on using the dramatic arts to bring attention to vulnerable positions of Tibetan and Burmese refugees in India. 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 including coordinating the US representation at the Hague Appeal for Peace in 1999 and organizing local grassroots movements to lobby the U.S. Congress on the UN and gender related issues.
At George Mason University, she worked in the innovative Initiatives in Educational (IET) Master’s program, a transformative program for practicing teachers looking to enhance their pedagogical and leadership skills to be more socially just educators. She currently teaches courses in research methods, international education, gender and education leadership. She also serves on the Advisory Board for the Institute for a Sustainable Earth, which connect members of the Mason community with others across the Mason community–and with other communities, policymakers, businesses and organizations to more effectively address the world’s pressing sustainability and resilience challenges. She also co-chairs the leadership team for Mason’s COACHE (The Collaborative on Academic Careers in Higher Education) Initiative as well as the Mason Internationalization Collaboration (MIC). She also serves on the Honor’s College Advisory Committee and frequently reviews applications for university Fulbright, Marshall, Rhodes and other scholarship committees. She also recently served on the Working Group for Mason's Strategic Plan.
Her experiences undergird her research interests where Dr. Baily continues to explore how voice and power are manifested in and through educational practices. Broadly, her research seeks to understand how people use their agency to engage in transformative practice. More specifically, her focus lies with working with teachers, rural women in India and Indonesia, and in understanding what it means todecolonize research practices. Dr. Baily's work focuses on ideas of power, marginalization and justice in education as it relates to: 1) theoretical issues of gender, adolescence, and education, 2) teacher voice and agency in a globalized world, and 3) critical perspectives on research in education which address the broader inclusion and success of marginalized populations. Increasingly, in light of the troubling trends across the globe on the ways teachers are starting to view nationalist movements and the links such movements have to increasingly open and aggressive misogyny in schools, her work has started to focus on links between education, marginalization and nationalist ideologies.
Key Professional Highlights
- Co-Editor of three books including Experiments in Agency: A global partnership to transform teacher research (2017), Educating adolescent girls around the globe: Challenges and opportunities (2015), and Internationalizing Teacher Education in the US (2012)
- Featured in La Scienze, the Italian edition of Scientific American, on the challenges facing girls’ education globally, November 2017.
- Guest Lecturer – Research Methods, Oslo Metropolitan University, Oslo, Norway, Conducted lectures on research methods for two PhD. Courses in research methods: Oslo, Norway, December 2016 and Kampala, Uganda, August 2017.
- Outstanding Co-Author Contribution Award Winner at the Literati Network Awards for Excellence 2017 for the article Reframing the center: New directions in qualitative methodology in international and comparative education, with Shah, P and Call-Cummings, M., in A.W. Wiseman & E. Anderson (Eds.), Annual Review of Comparative and International Education (pp. 139-164). Bingley, UK: Emerald Publishing.
Visiting Faculty of Color, University of Pennsylvania, Philadelphia, PA. Responsibilities included keynote address: When Leyla had an idea: An experiment in agency to transform teacher research; meetings with students, meetings with dean and faculty as well as visits and informal talks with various university centers – February 2017.
- Keynote speaker at the Girls and Dropout Prevention: Strategies and Interventions (2015). USAID School Dropout Prevention Summit. Washington, DC.
- Conducted workshops and developed curricula for international delegations on gender and/or education issues in the US, Norway, Uganda, India and the UK.
- She has consulted with the World Bank, FINCA International and has provided research expertise at Oslo Metropolitan University in Norway on a frequent basis.
- Repeat guest speaker on the FreshEd and Strength Faction podcasts.
- Summer 2014 Seminars and Special Topics Award for EDUC 597-797 Gender and Sustainable Development.
- Selection to the Mason Social Justice Faculty Learning Community, Center for Faculty Teaching Excellence, 2013-2014.
- Outstanding Author Contribution Award Winner at the Literati Network Awards for Excellence 2013 for the article “Framing the World Bank Education Strategy 2020 to the Indian Context: Alignments, Challenges, and Op” published in International Perspectives on Education and Society.
- Outstanding Dissertation Award in Education, George Mason University, 2008
- Doctoral Awards include: Ph.D. Fellowship, George Mason University, 2006-2008, Dissertation Completion Fellowship, George Mason University, 2007, & Graduate Student Travel Fund Grant, 2006-2007
Outstanding Student of the Year, NMKRV Junior College for Women, Bangalore. 1991
Manion, C., Anderson, E., Baily, S., Call-Cummings, M., Iyengar, R., Shah, P., & Witenstein, W. (Eds.). (2020). Interrogating and innovating CIE research: Decolonizing practices for inclusive, safe spaces. Brill. Baily, S., Shahrokhi, F. & Carsillo, T. (Eds.) (2017). Experiments in agency: A global partnership to transform teacher research. Rotterdam, The Netherlands: Sense Publishers.
Baily, S., Shahrokhi, F. & Carsillo, T. (Eds.). (2017). Experiments in agency: A global partnership to transform teacher research. 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
Baily, S. (2021). The Right to Education Act: Whose learning matters? The unintended lessons of student learning and teacher quality. In P. Kumar & A. W. Wiseman (Eds), Building teacher quality in India: Examining policy frameworks and implementation outcomes. (
International Perspectives on Education and Society, Vol. 41), Emerald Publishing Limited, Bingley, pp. 81-101. https://doi.org/10.1108/S1479-367920210000041005
Baily, S. (2020). Equity education in a time of rising nationalism: Challenges and complexities. In L. Berger (Ed.), Social justice and international education: Research, practice, and perspectives. NAFSA: Association of International Educators.
Baily, S., Wang, G., & Scotto-Lavino, E. (2020). The inheritance of activism: An intergenerational study of how social capital shapes women’s lives. Special issue: Girlhood Studies, 13 (2), 86-102. doi:10.3167/ghs.2020.130208.
Baily, S. (2020). Teachers building “Planetary Villages”: Considering International Mindedness in Majority-Muslim Contexts. Journal of Education in Muslim Societies, 1(2), 43-65. doi: 10.2979/jems,1.2.03
Baily, S. & Sodhi, S. (2019). Not under my parachute: How co-curricular offerings exacerbate inequities under the Right to Education Act. In R. Setty, R. Iyengar, M. Witenstein, E. Byker, & H. Kidwai (Eds.), Teaching and teacher education. South Asian education policy, research, and practice (pp.297-318). Palgrave Macmillan.
Baily, S., & Holmarsdottir, H. B. (2019). Fostering teachers’ global competencies: Bridging Utopian expectations for internationalization through exchange. Special issue: FIRE: Forum for International Research in Education, 5(2), 234-252.
Baily, S. (2018). Appraising the ingredients of the interpreter/researcher relationship. Nordic Journal of Comparative and International Education. DOI: http://doi.org/10.7577/njcie.2762
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
- School of Education
- College of Education and Human Development
- Division of Advanced Professional Teacher Development and International Education
- Division of Educational Psychology and Research Methods
- Research Methodology
- Education Leadership
- Teaching Culturally, Linguistically Diverse & Exceptional Learners
- Center for International Education
- Research to Practice (EDCI 777)
- Internship in Education (EDCI 790)
- Governance and the Independent School Boardroom (EDLE 635)
- Qualitative Methods in Educational Research (EDRS 812)
- Special Topics in Research Methods (EDRS 897)
- Child and Adolescent Development in Global Contexts (EDUC 511)
- Teaching Elementary Social Studies in International Schools (EDUC 512)
- Language Across the Elementary International School Curriculum (EDUC 516)
- 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)
- Ways of Knowing (EDUC 800)
- Intercultural Competence: Theory and Research Application to International Education (EDUC 878)
- Doctoral Internship in Education (EDUC 890)
- Social Justice and Equity in International Education (EDUC 892)
- Special Topics in Education (EDUC 896)
- 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)