Sarah A. Robert

Dr. Robert's research focuses on how teachers enact policy and how teachers’ work is transformed in the process. She is particularly concerned with all the work teachers do in addition to facilitating learning in the classroom. She blends ethnography with archival research and policy and media analysis to theorize policy enactment in local contexts with attention to historical and contemporary power dynamics. She aims to mediate the often diverging interpretations of what "problems" a policy should address and forge a more inclusive policy making process to bring forth equity.

• Ph.D., University of Wisconsin-Madison, Educational Policy Studies (2008)
• M.A., University of California, San Diego, Latin American Studies (2000)
• B.A., University of Rochester, History and Political Science (1992)

• Faculty in Residency; How does your garden grow? A collaboration of the Buffalo School Gardens, Grassroots Gardens of Buffalo, and the UB Graduate School of Education; Graduate School of Education; 2017-11-17;

• School food policies=What equity? A global critique.; Foundation and Research Organization; Baldy Center for Law and Social Policy; Awarded; (05/28/2018-05/24/2019)

• Globally integrated food systems, land use change and the double burden of malnutrition among small-holder farmers in the Dominican Republic; Foundation and Research Organization; Food Equity Ideas Lab, Community for Global Health Equity, University at Buffalo; Awarded; (05/29/2017-12/21/2018)

• Robert, S. A. (2015). Neoliberal education reform: Gendered notions in global and local contexts. New York, NY: Routledge.

• Robert, S.A. (2017, Fall). U.S. Teachers as Policy Protagonists in Digital Public Spaces? Peabody Journal of Education 92 (4), pp. 521-36.
• Robert, S.A., & Yu, M. (2018). Intersectionality in transnational education policy research. Review of Research in Education 42, pp. 93-121.
• Robert, S. A., & McEntarfer, H.K.* (2016). Teachers’ work, food policies, and gender in Argentina. In Jason Antrosio & Sallie Han (Eds.), Open Anthropology 4 (2), Food Anthropology.
• Robert, S.A., Pitzer, H.K., & Muñoz García, A.L. (in press, 2016). Introduction to Neoliberalism, Gender, and Education Work. Gender and Education 28(4).
• Robert, S.A., Pitzer, H.K., & Muñoz García, A.L., eds. (2016). Neoliberalism, Education Work, and Gender. Gender and Education 28(4). I am the co-editor of this special issue.
• Robert, S.A., Pitzer, H.K.,* & Muñoz García, A.L.* (2016/17). Introduction: Neoliberalism, Gender, and Education Work. Gender and Education 29(1), 1-7.
• Robert, S. A., & McEntarfer, H.K. (2014). Teachers’ work, food policies, and gender in Argentina. Anthropology & Education Quarterly, 45(3), 260–275.
• Robert, S.A. (2014). Extending theorisations of the global teacher: Care work, gender, and street-level policies. British Journal of Sociology of Education. http://dx.doi.org/10.1080/01425692.2014.940035 (27 pages)
• Robert, S.A. (2014). Extending theorisations of the global teacher: Care work, gender, and street-level policies. British Journal of Sociology of Education. http://dx.doi.org/10.1080/01425692.2014.940035 (27 pages)
• Robert, S. A. (2012). (En)gendering responsibility. A critical news analysis of Argentina’s education reform, 2001–02. DISCOURSE: Studies in the Cultural Politics of Education, 33(4), 485–498.
• Robert, S.A. (2013). Incentives, teachers, and gender at work. Education Policy Analysis Archives, 21(31), 1–25. http://dx.doi.org/10.14507/epaa.v21n31.2013
• McEntarfer, H.K.*, Skiba, D., & Robert, S.A. (2012). Entering into dialogue with the taboo: Reflective writing in a social work human sexuality course. Journal of Writing Research, 4(1), 81–105.
• Robert, S.A. (2012). “You must say goodbye at the school door:” The tense and contentious practices of an educational researcher-mother in a neoliberal moment. Workplace: A journal for academic labor, 21, 36–44. Retrieve from http://ojs.library.ubc.ca/index.php/workplace/article/viewFile/182555/183705.
• Robert, S. A. (2009). Misturando-se nas universidades brasileiras: Analisando processos de globalização em políticas de ação afirmativa. [Blending into Brazil’s universities: A content analysis of Affirmative Action policies]. Currículo sem fronteiras, 9(1): 193–213. Retrieve from http://www.curriculosemfronteiras.org/vol9iss1articles/robert.pdf.
• Gvirtz, S., & Robert, S. A. (2002). A new source for reconstructing the history of education and the classroom: Argentine primary school multi-task notebooks. History of Education Review, 31(1): 69–80.
• Mehan, H. B., & Robert, S. A. (2001). Thinking the nation: Representations of nations and the Pacific Rim in Latin American and Asian textbooks. Narrative Inquiry, 11(1): 195–215.

• Robert, S. A., & M. B. Weaver-Hightower (Eds.). (2011). School food politics: The complex ecology of hunger and feeding in schools around the world. New York, NY: Peter Lang.

• Robert, S.A. (2014). School lunch and gender. In P. B. Thompson & D. M. Kaplan (Eds.), Encyclopedia of food and agricultural ethics, 1st edition (pp. 1638-1641). Dordrecht, Germany: Springer.
• Robert, S.A. (2013). Textbooks. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z guide. (Vol. 2, pp. 794–797). Thousand Oaks, CA: Sage Reference.
• Robert, S.A., & McEntarfer, H.K. (2013). Gender inequality: Occupational segregation of teachers. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z guide. (Vol. 1, pp. 309–311). Thousand Oaks, CA: Sage Reference.
• Robert, S.A., & Swalwell, K. (2013). Field Trips. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z guide. (Vol. 1, pp. 284–285). Thousand Oaks, CA: Sage Reference.
• Robert, S.A., McEntarfer, H.K.,* & Amin, K. (2013). The tale of the teacher educator and storyteller: Pedagogical counterstories to lecturing in a teacher education program. In E. Daniels & B. Porfilio (Eds.), Dangerous counterstories in the corporate academy: Narrating for understanding, solidarity, resistance, and community in the age of neoliberalism (pp. 83-96). Charlotte, NC: Information Age Publishing.
• Robert, S. A. (2010). Cravin’ the Cravens school-university learning experiences. In P. H. Biehl (Ed.), Cravens’ world (pp. 39–42). Buffalo, NY: University at Buffalo Art Galleries. Internally reviewed publication.
• Robert, S. A. (2001). ¿Qué o quién controla los cambios de género en la historia nacional? El caso de los factores de produción [What or who controls changes to gender in national history? The case of production factors.] In M. Rodriguez & P. Dobaño Fernandez (Eds.), Los libros de texto como objeto de estudio [Studying Textbooks] (pp. 130-142). Buenos Aires, Argentina: Editorial La Colmena.

• Robert, S. A., & Smith, A. M.* (2009, April 20). Review of the edited book Reforming Teaching Globally, by M.A. Tatto (Ed.). Education Review, http://edrev.asu.edu/reviews/rev790.htm. (6 pages)
• Robert, S. A. (2007, October 25). Review of the book Could it be otherwise? Parents and the inequities of public school choice, by L. N. Andre Bechely. The Teachers College Record. Retrieve from http://www.tcrecord.org/content.asp?contentid=14687
• Robert, S. A. (2004, July 30). Review of the book Sindicalismo docente y reforma en América Latina [Teachers’ unions and reform in Latin America], by G. Tiramonti & D. Filmus. Education Review, http://edrev.asu.edu/reviews/rev288.htm. (Available in English, 9 pages, and Spanish, 10 pages).

• Robert, S.A. (2017, September 5). On Fire Safety Education. The Buffalo News, Everybody’s Column.
• Robert, S.A. (2014). School lunch and gender. In P. B. Thompson & D. M. Kaplan (Eds.), Encyclopedia of food and agricultural ethics (pp. 1638-1641). Dordrecht, Germany: Springer.
• Robert, S. A. (2010, Summer-Fall). Does lecturing have a place in the social studies classroom? Social Science Docket, 10(2), 5. Retrieve from http://www.nyscss.org/Resources/Documents/Volumne%2010%20number%202.pdf
• Robert, S. A. (2011, May 19). Buffalo’s frustrated parents using their clout wisely. Buffalo News, Another Voice. Retrieve from http://www.buffalonews.com/editorial-page/from-our-readers/another-voice/article427148.ece.
• Robert, S. A. (2000). ¿Quién determina la historia nacional? Representaciones de género en los manuales de historia Argentina, 1941-1999 In the Instituto Interdisciplinaria de Estudios de Género, Voces en conflicto, espacios de disputa. Proceedings from the VI Jornada de historia de las mujeres y I Congreso Iberoamericano de estudios de las mujeres y de género. Buenos Aires, Argentina: Universidad de Buenos Aires, Argentina.
• Robert, S. A. (2000). ‘Thinking the nation’: Representations of nations and the Pacific Rim in Latin American and Asian textbooks. University of California at San Diego, Pacific Rim Program at the Center for Iberian and Latin American Studies (CILAS). Working Paper #19. San Diego, CA: CILAS. (29 pages)

• Robert, S.A. (Chair). (2018, April). Teachers strike! Comparative perspectives. Symposium conducted at the meeting of the American Educational Research Association, New York, NY.;
• 2017 Intersectionality for Contextualizing Where, When, and Why Teachers Matter, Co-author with Min Yu. Teachers Matter - But where, when and why? Linnaeus University, Kalmar, Sweden, 17-18 May 2017.;
• Robert, S. A. 2015. Neoliberal Education Reform: Global and Local Notions of Gender. American Anthropological Association, November 18-22. Denver, CO.;
• Robert, S.A., Schindel Dimick, A., and Raja, S. (2015). Food Deserts, Urban and School Gardens, Universal Free Lunch, and Environmental Education Curriculum: Mapping Food Systems Education in Buffalo, NY. American Anthropological Association, Denver, CO, November 18-22.;
• Robert, S.A. 2014. “Come see how we work!” Teachers, neoliberal education reform, and gendered labor. American Educational Studies Association, October 30-November 2. Toronto, ON, CA.;
• Robert, S.A. 2014. Digital stones at neoliberal goliaths: How workers are using technology to build power and influence policy, panel chair. Labor Research Action Network, Georgetown University, June 16-18. Washington, D.C.;
• Robert, S.A. 2014. Les importa enseñar:¿Transgresiones a la reforma neoliberal del estado? [Caring to teach: Transgressions to neoliberal state reform?] National Women’s Studies Association, November 13-16. San Juan, Puerto Rico.;
• Robert, S.A. 2014. Teachers, policy production, and neoliberal education reform in the USA, symposium organizer/chair. American Anthropological Association, December 4-8. Washington, D.C.;
• Robert, S.A. 2014. Teachers, social media, and policy protagonism: Rethinking the boundaries of work, place, and politics in the US context of neoliberal reform. American Anthropological Association, December 4-8. Washington, D.C.;
• Robert, S.A., Reed, L. 2015. Teachers, Social Media, and Policy: Rethinking Street-Level Bureaucracy in a Digital Age. American Educational Researcher Association, April 16-20. Chicago, IL.;

• Visiting Lecturer, Neoliberalism, Schools, and Teacher Education in Argentina, Georg-August-Universität Göttingen, Institute for Educational Science, Germany.;
• Visiting Lecturer, Neoliberalism, Schools, and Teacher Education in the United States, Georg-August-Universität Göttingen, Institute for Educational Science, Germany.;
• Robert, S.A. 2015. Neoliberalism, Schools, and Teacher Education in Argentina and the United States. Invited Lecturer, Georg-August-Universitaet Gottingen, Institute for Educational Science, Germany;
• 2009 Location, location, location! How do contexts matter? Transatlantic Applied Research on Gender Equity Training Project and Quality in Gender+ Equality Policies in the European Union, Northeastern University.;
• 2009 Who is an “expert” and what constitutes “expertise”? Transatlantic Applied Research on Gender Equity Training Project and Quality in Gender+ Equality Policies in the European Union, Northeastern University.;
• 2006 Saying goodbye at the school door, Presidential Symposium: Chances and choices of lifetime: Work / family conflict, the academy, and the public interest, American Educational Researcher Association, San Francisco, CA.;

• Proposal Reviewer, International Scientific Committee, 2nd INTERNATIONAL CONFERENCE PAULO FREIRE: THE GLOBAL LEGACY, 2017-18
  09/18/2017-12/22/2017
• I review book prospecti for AERA Books.
  08/21/2017-05/24/2018
• I review manuscripts for Cambridge Journal of Education.
  08/21/2017-05/24/2018
• Editorial Advisory Board Member, Policy Futures in Education
  05/30/2016-05/25/2018

• Prepare Annual Report for AERA SIG-Teachers' Work/Teachers Unions
  06/03/2018-06/05/2018
• Arrange with Marianne Dixon, Regional National History Day Director, for UB Social Studies preservice teachers to engage with Buffalo Public School teachers and students through the National History Day program. UB SocSt teachers participated as coaches and as judges at the regional event.
  05/25/2018-05/25/2018
• Began 1-year tenure as immediate past-chair, AERA SIG Teachers' Work/Teachers Unions. Responsibilities include orientation to SIG for all new Executive Board, advise throughout the year with elections, by-law amendments, ramping up to annual meeting (e.g., timeline, recruitment of reviewers, etc.), provide insight on new initiatives as needed.
  04/16/2018-05/25/2018
• Arrange for Social Studies pre-service teachers to conduct informational interviews with Buffalo Public School teachers at the Niagara Frontier Council for the Social Studies
  10/28/2017-10/28/2017
• Support the Dominican Republic’s Education Ministry officials responsible for rolling out the National School Food Program (breakfast, lunch, and snack) nationwide. LAI Latin American doctoral student collaborating on research.
  10/15/2017-05/25/2018
• Niagara Frontier Council for the Social Studies Professional Development Committee, 2017-
  10/14/2017-05/24/2018
• Advisory Committee, Urban Education and Teacher Unionism Policy Project, New Jersey City University, 2015-
  05/18/2015-05/24/2018
• Elected Chair, Special Interest Group, Teachers' Work/Teachers Unions, American Educational Research Association Responsible for running executive committee meetings. Setting agenda for annual conferences. Organizing communication for international collective of scholars, teachers, and union representatives. Communication with fellow SIGs and with AERA national. Facilitating elections. Negotiating publishing opportunities for SIG with publishers.
  04/27/2015-04/16/2018