178 Pillsbury Dr SE
211D Burton Hall
On leave for Spring 2016
Ph.D., University of Minnesota, 2002, educational policy and administration (CIDE)
M.A., University of Minnesota, 1995, educational psychology: counseling and student personnel psychology
B.A., Drake University, 1990, international relations/spanish
Areas of Interest
International development policy and practice
Inequality and education
Gender and education
Intercultural and ethnic relations and education
Civic identity and engagement and education
My scholarly and professional interests are concerned with how inequalities are produced and transformed in and through education. The different strands of my research include gender and ethnic inequalities, and education for citizenship. Most recently I draw on and extend the capability approach theoretically and empirically to examine issue of gender and social-class inequalities. I believe that mixed methods and diverse epistemological approaches are necessary for examining and explaining how inequalities are reproduced and can be transformed in specific contexts. The field of comparative and international development education also offers a unique methodological opportunity to examine these issues at multiple scales, and in my teaching and scholarship, I situate gender, class and ethnic inequalities in global discourses and policies, regional organizations, national policies and educational practices and local understandings and practices. I have worked on projects with a diverse set of institutions including, The MasterCard Foundation, CARE, USAID, and the World Bank, and in several countries: Australia, Bangladesh, Honduras, India, Pakistan, South Africa, Tanzania, Uganda, the United States, and Viet Nam. I currently am the Co-PI (with David Chapman) on a 6-year project about Youth Livelihoods, the Learn, Earn and Save Initiative funded by The MasterCard Foundation, which involves graduate students in a seminar course and field experiences.
Within our field, I serve on the Board of Directors for the Comparative and International Education Society, and as an associate editor of the International Journal of Educational Development. At the University of Minnesota, I am an affiliated faculty with the Interdisciplinary Center for the Study of Global Change (ICGC) and the Masters of Development Practice. In 2009, I was a faculty fellow with the Institute for Advanced Studies.
Selected Research Projects
- Learn, Earn and Save Initiative for Youth Livelihoods in East Africa, sponsored by The MasterCard Foundation [co-PI with David Chapman] (2011-2017)
- Girls learning to negotiate adolescence, gender relations and material needs [Co-PI Laura Willemsen, doctoral student] (2012-ongoing)
- Research Partnership to Improve Educational Outcome of Girls and Marginalized Children in 8 countries, sponsored by CARE [co-PI with Chris Johnstone] (2008-2011)
- Mexican Immigrant Youth Experiences of Citizenship in Local, National and Transnational Contexts, Grant-in-Aid, Graduate School, U of MN (2008-09)
- Global Programs and Strategy Alliance, International Travel Grant (2014)
- Women’s Philanthropic Circle Leadership Award (2009)
- CEHD New Scholar Excellence Award (2009)
- Institute of Advanced Studies, University of Minnesota, Faculty Fellow (2009)
- Spencer/AERA Pre-dissertation research award (2000)
- Comparative and International Education Society (CIES), Board Member
- International Journal of Educational Development, Associate Editor
- Human Development and Capability Association (HDCA)
DeJaeghere, J. (2014). Frictions of neo/liberal discourses of citizenship: An NGO entrepreneurial education program for marginalized youth in Tanzania. Social Justice, Citizenship and Education.
DeJaeghere, J. & Baxter, A. (2014). Entrepreneurship education for youth in eastern Africa: A capabilities approach as an alternative framework to neoliberalism’s individualizing risks. Progress in Development Studies, 61-76.
Krause, B., Chapman, D., & DeJaeghere, J. (2014). High aspirations, limited capabilities, challenging context: An empirical look at a youth entrepreneurship training program in a low income setting. World Studies in Education.
DeJaeghere, J, & Pellowski Wiger, N. (2013). Gender discourses in an NGO education project: Openings for transformation toward gender equality in Bangladesh [Special issue]. International Journal of Educational Development, 33(6), 557-565.
DeJaeghere, J. , Parkes, J., & Unterhalter, E. (2013). Gender justice and education: Theory, policy and practice [Special issue]. International Journal of Educational Development, 33(6), 539-545.
DeJaeghere, J. (2013). Education, skills and citizenship: an emergent model for entrepreneurship in Tanzania. Comparative Education, 49(2). doi: 10.1080/03050068.2013.798514. Advance online publication retrieved from http://www.tandfonline.com/doi/full/10.1080/03050068.2013.798514#.UdHrcWK1F5c.
Chisamya, G., DeJaeghere, J., Kendall, N., Khan, M.A. (2013). Gender and education for all: Progress and problems in achieving gender equity. [PDF] International Journal of Educational Development.
DeJaeghere, J. G. & Vu, L. (2011). Transnationalism and its analytical possibilities for comparative, international and development education. In J. Jacob & J. Weidman (Eds.) Beyond the comparative: Advancing theory and its application to practice (Chapter 15). Rotterdam: Sense Publishers.
DeJaeghere, J. & Lee, S. K. (2011). What matters for marginalized girls and boys: A capabilities approach to exploring marginalization and empowerment in Bangladesh. Research in Comparative and International Education [Special issue on Marginalization and Empowerment], 6(1) 27-42.
Miske, S. , Meagher, M. & DeJaeghere, J. G. (2010). Gender mainstreaming in education at the level of field operations: the case of CARE USA's indicator framework. Compare: A Journal of Comparative and International Education, 40(4), 441-458. doi:10.1080/03057925.2010.490367
DeJaeghere, J. G., McCleary, K. S. (2010). The making of Mexican migrant youth civic identities: Transnational spaces and imaginaries. Anthropology & Education Quarterly, 41(3), 228–244. doi:10.1111/j.1548-1492.2010.01085.x
DeJaeghere, J. G. (2009). Critical citizenship education for multicultural societies. Inter-American Journal of Education for Democracy, 2(2), 222-236. Retrieved from http://scholarworks.iu.edu/journals/index.php/ried/article/view/159/253.
DeJaeghere, J., & Miske, S., (2009). Constructing the limits and possibilities of equality: Analyzing discourse and practices of gendered relations, ethnic traditions and poverty among non-majority ethnic girls in Vietnam. In D. Baker & A. Wiseman (Eds.) International perspectives on education and society (pp. 145-183). Emerald Publishing.
DeJaeghere, J. G. & Cao, Y. (2009). Developing U.S. teachers' intercultural competence: Does professional development matter? International Journal of Intercultural Relations, 33(5), 437-447. Retrieved from http://www.sciencedirect.com/science/article/pii/S0147176709000625
DeJaeghere, J. G. (2008). Citizenship as privilege and power: Australian educators’ lived experiences as citizens. Comparative Education Review, 52(3), 357-380.
DeJaeghere, J. G. & Tudball, L. (2007). Looking back, looking forward: Critical citizenship as a way ahead for civic and citizenship education in Australia [Special edition, Judith Torney-Purta (Ed.)]. International Journal of Citizenship Teaching and Learning.
DeJaeghere, J. (2006). Intercultural dimensions of citizenship in the Australian secondary curriculum: Between critical contestations and minimal constructions. In E. D. Stevick & B. A. U. Levinson (Eds.) Reimagining civic education: How diverse societies form democratic citizens (Chapter 12). Boston: Rowman-Littlefield.
Updated July 2014