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Associate Dean and Professor
510 O' Leary
Subedi, B & Subreenduth, S. (2018) Examining Noddings’ “Educational Malpractice” assertion: Serious considerations for local-global issues in social studies education, Special Issue: Nel Noddings and Social Education, Theory into Practice
Rhee, J. E., Curley, S. L., & Subreenduth, S. (2018). Un/learning habituation of body-mind binary through the teaching/learning body/mind. In Corporal pedagogies: Teaching and learning as bodily arts Special issue, JAEPL Journal for the Assembly for Expanded Perspectives on Learning.
Curley, S. L., Rhee, J. E., Subedi, B., & Subreenduth, S. (2017). Activism as/in/for Global Citizenship: Putting Un-Learning to Work towards Educating the Future. In Ian Davies, et al. (Eds.), The Palgrave Handbook of Global Citizenship and Education. Palgrave.
Daza, S., Proctor, M., Rhee, J. E., & Subreenduth, S. (2015). Funding as (re)form in higher education: Diverse points of engagement. In K. M. Sturges (Ed.), Reforming schools in the age of neoliberalism. Sense Publishers.
Fataar, A., & Subreenduth, S. (2015). The search for ecologies of knowledge in the encounter with African epistemicide in South African education. South African Journal of Higher Education (SAJHE)
Subreenduth, S. (2013), Theorizing Social Justice Ambiguities in an Era of Neoliberalism: The case of post-apartheid South Africa. Educational Theory, 63: 581–600.
Subreenduth, S. (2013). Insidious colonialism in post-apartheid education: Interplay of black teacher narratives, educational policy, and textbook analysis. Qualitative Research in Education, 2(3), 213-241. doi: 10.4471/qre.2013.27.
Subreenduth, S. (2012). Disrupting mainstream discourse in teacher education
through decolonising pedagogies. In Higher Education for the public good; Views from the south. United Kingdom: Trentham Books.
Subreenduth, S. (2010). Travel dialogues of/to the other: Complicating identities and global pedagogy. In B. Subedi (Ed.), Critical global perspectives in social studies. Greenwich, CT: Information Age.
Subreenduth, S., & Rhee, J. (2010). A porous, morphing, and circulatory mode of self-other: Decolonizing identity politics by engaging transnational reflexivity. International Journal of Qualitative Studies in Education. 23 (3), 331-346.
Ph.D. Curriculum, Instruction, and Professional Development, The Ohio State University, 2003
M.A. Advanced Social Studies and Global/Multicultural Education, The Ohio State University, 1992
B.Ed. Graduate Degree in Education University of South Africa (UNISA), 1991
Bachelor of English, Geography, and Pedagogics Education University of Durban-Westville, South Africa, 1986
Sharon Subreenduth is Associate Dean of the College of Education. Subreenduth joined UMass Lowell from Bowling Green State University (BGSU) in Ohio where she served as Co-Director for an international education institute and was professor. In these roles she developed a strong global presence in Northwest Ohio and the University through her grants and collaborations with diverse community and school partnerships. As a result of these positions Subreenduth developed and efficiently managed large federally funded grants and mentored faculty in grant scholarship and research. Subreenduth has a robust and successful interdisciplinary grant scholarship with close to $4 million of funded grants working with international educators on gender equity in education; EFL, service learning, critical thinking skills, curriculum and pedagogy professional development. Subreenduth’s work is global in scope and she has developed partnerships with educators from 32 developing and/or post-colonial countries, spanning across three continents.
Subreenduth pursues a scholarship and teaching that is centrally concerned with decolonizing research and building diverse communities of practice through critical engaged inquiry that focuses on anti-oppressive schooling, curriculum, pedagogy, and identity that is cognizant of socially responsible research within global-local educational contexts. Subreenduth’s overarching research agenda provides a decolonizing lens to examine the intersection of local and global knowledge, and addresses questions of cultural identity, power, race, gender, class, colonialism/imperialism, and neoliberalism in education and society. Subreenduth has a robust and successful interdisciplinary grant scholarship with close to $4 million of funded grants working with international educators on gender equity in education; EFL, service learning, critical thinking skills, curriculum and pedagogy professional development. Subreenduth’s work is global in scope and she has developed partnerships with educators from 32 developing and/or post-colonial countries, spanning across three continents.
2016-2017 Subreenduth received the BGSU Feminist Falcon Award, Women Mentoring Women, and the College of Education and Human Development Professional Service Award. In 2018 Subreenduth received a 3-year recognition award as BGSU Professor of Service Excellence and External Engagement. Subreenduth serves as editor of the Educational Studies Journal, the leading journal of the American Education Studies Association.
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