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jules, tavis d.

Full Professor

Dr. tavis d. jules is a Full Professor in Cultural and Educational Policy & International Higher Education at Loyola University Chicago, specifically focusing on Comparative and International Education and International Higher Education. He was born in Guyana. He has taught a variety of graduate and undergraduate courses at Loyola. He received his MA (2004) in International Educational Development, specializing in Peace Education, at Teachers College, Columbia University. He then received both an EdM (2005) and EdD (2008) in International Educational Development—International Educational Policy Studies from Teachers College, Columbia University. Before arriving at Loyola, Dr. Jules held a variety of positions internationally. From 2009-2011 he worked as the Head of Knowledge and Communication for the Globally Responsible Leadership Initiative (GRLI), where he was responsible for developing fundraising, communication, marketing, and education programs. He also worked as a curriculum specialist (2008-2009) for Freedom House in New York, New York, where he wrote, coordinated, and edited an online curriculum manual and learning portal for educators teaching about democracy and freedom in Iran.

His vast professional and acaemix experiences have led to research interests in regionalism and governance, transitory spaces, and policy challenges in small island developing states (SIDS). His research is motivated by his personal commitment to seeking to contribute valuable and innovative insights to the study of comparative and international education by explaining how disruptive pressures (economic and political) across different levels (national, regional, and global) influence and impact national educational developments. His research agenda is cross-disciplinary (Education and International Relations) and concentrates on investigating the ‘processes’ through which disruptive pressures on national education systems incubate, evolve, mature, and coalesce. His second research strand identifies how disruptive political processes that are endogenous and spontaneous lead to different transition or transtological reform moments in national educational systems. This emphasis can be found in my work on post-socialism and post-authoritarian spaces. He is the immediate past-President of the Caribbean Studies Association, Book and Media Reviews Editor for the Comparative Education Review, an International Institute of Islamic Thought Fellow, and a Senior Fellow at NORRAG. He has authored, co-authored, and edited over 50 refereed articles and book chapters, three monographs, and seven edited books. He is an International Institute of Islamic Thought (IIIT) Research Fellow, becoming the first non-Arab speaker to secure this prestigious fellowship. He has served as a Visiting Professor at the University of Tunis in Faculté des Sciences Humaines et Sociales de Tunis, Tunisia, and Associate Editor of Educational Research and Reviews. He has been awarded the Distinguished Faculty Award for Excellence in Research, from the School of Education, Loyola University Chicago.

Education

  • EdD, Columbia University, New York, NY
  • Med, Columbia University, New York, NY 
  • MA, Columbia University, New York, NY 
  • BS, Mercy College, New York 

Research Interests

  • Regionalism and Governance
  • International Cooperation and Education
  • Leadership, Ethics, and Sustainability
  • Gender Education and Development
  • Comparative and International Education Policy Studies
  • Economic Integration and Education in Latin America and the Caribbean
  • Policy Challenges in Small Island Developing States (SIDS)
  • International Political Economy of Education in Emerging and Frontier Markets
  • Racial Capitalism, Race and Racism 
  • Decololonity  
  • Islam, Security, and Terrorism  

Professional/Community Affiliations

  • Comparative and International Education Society (CIES)
  • Caribbean Studies Association
  • Mid-West Political Studies Association
  • The Caribbean Journal for International Relations and Diplomacy, The University of the West Indies, Book Review Editor 
  • Comparative Education Review, Book and Media Review Editor 

Courses Taught

  • ELPS 230 Globalization, Education and Childhood
  • ELPS 405 Introduction to Educational Policy
  • ELPS 455 Comparative Education
  • ELPS 458 International Education
  • ELPS 555 Seminar in Comparative Education: Governance International Organizations
  • ELPS 555 Seminar in Comparative Education: Human Rights and Education
  • ELPS 555 Seminar in Comparative Education: Sustainability, Ethics and Development

Publications/Research Listings

  1. Smaali Bouhlila, D., jules, t. d., Hinteti, I., & Arnold, R.,* (2022). Navigating through the Covid-19 Pandemic: Basic and Secondary Education in Tunisia. Tertium Comparationis: Journal für internationale Bildungsforschung, 28(3), 274-299. https:doi.org/10.31244.tc.2022.03.03  
  2. jules, t. d., Arnold, R.,* Donnelley-Power, C.,* Rainey, M.,* & Jacobs, H.* (2022). Re/assembling “educational imaginaries” through regionalism – The construction of the Caribbean education policy space. Current Issues in Comparative Education 24(1), 2-25 https://journals.library.columbia.edu/index.php/cice/article/view/8863/4813  
  3. jules, t. d. (2022). Educational framing and discursive educational opportunity structures in comparative and international education. Globalisation, Societies and Education. https://doi.org/10.1080/14767724.2021.2013164 
  4. jules, t. d. & Arnold, R.* (2021). Constructing global citizenship education at the regional level: Regionalism and Caribbean citizen education. Globalisation, Societies and Education  https://doi.org/10.1080/14767724.2021.1911630  
  5. jules, t. d. (2021). Using “State Philanthropy” to Educate the Next Generation and Build Democracy. Journal of Education in Muslim Societies, 2(2), 5–30. doi:10.2979/jems.2.2.02   
  6. jules, t. d., Shields, R., & Thomas, M. (Eds.). (2021). The Bloomsbury handbook of theory in Comparative and International Education. New York, NY: Bloomsbury Press. 
  7. jules, t. d., & Salajan, F. D. (Eds.). (2020). The ‘educational intelligent economy’: Artificial intelligence, machine learning and the internet of things in education. Bingley. U.K.: Emerald Publishing. 
  8. jules, t. d., & Ressler, P. S. (Eds.). (2017). Is “small” always small and “big” always big? Re-reading educational policy and practice in small states. Berlin, Germany: Peter Lang.  
  9. jules, t. d., & Barton, T.* (2018). Educational transitions in post-revolutionary spaces: Islam, security and social movements in Tunisia. New York, NY: Bloomsbury Press. 
  10. jules, t. d. (Ed.). (2017). The new global educational policy environment in the fourth industrial revolution: Gated, regulated and governed. Bingley, United Kingdom: Emerald PublishingJules, T.D. (2019). Regimes Theory' as an Approach to Understanding Educational Cooperation in CARICOM and Commonwealth Countries. Round Table: The Commonwealth Journal of International Relations. 108(4), 435-44. doi:10.1080/00358533.2015.1126965 
  11. jules, t. d. (2012). Neither world polity nor local or national societies: Regionalization in the global South – the Caribbean community. Berlin, Germany: Peter Lang. 

    Awards

    • Co-Investigator, Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research: Seed Grant (2019-2020)
    • Loyola University Chicago, School of Education Distinguished Faculty Award for Excellence in Research (2018)
    • Fellow, International Institute of Islamic Thought (2017-2021) 
    • Senior Fellow, NORRAG (2021-2022) 
    • Summer Research Stipend, Loyola University Chicago (2012, 2014, 2017, 2020)
    • Fellow, OpEd Project Fellowship (2017-2018)
    • Stimulating Multidisciplinary Research at Loyola's Lakeside Campuses, Loyola University Chicago (2014)
    • Research Fellowship to Conduct Research in Tunisia, Loyola University Chicago (2012)