Elizabeth Dawes Duraisingh
Degree: Ed.D., Harvard University, (2012)
Office: Longfellow 433
Faculty Assistant: Jeffrey Brisbin
ProfileLiz Dawes Duraisingh is a research associate and principal investigator at HGSE's Project Zero where she co-directs Out of Eden Learn, an online learning community designed to accompany journalist Paul Salopek's seven-year walk along the migratory pathways of our ancient human ancestors and his experiment in "slow journalism." In Out of Eden Learn, diverse groups of students are invited to slow down to observe the world carefully and to listen attentively to others; to exchange stories about people, place, and identity; and to reflect on how their own lives connect to bigger human stories. This work builds on Dawes Duraisingh's doctoral research, which explored the ways in which young people use the past to help make sense of their own lives, identities, and values, for which she won the 2013 Larry Metcalf Exemplary Dissertation Award from the National Council for the Social Studies. She was previously a middle and high school history teacher for eight years, working in both England and Australia.
Click here to see a full list of Liz Dawes Duraisingh's courses.
Out of Eden Learn (2017-2018)
Global Cities, Inc.
Out of Eden Learn is an innovative online learning community developed by Project Zero at the Harvard Graduate School of Education, to promote thoughtful cross-cultural exchange among youth located in different geographic contexts. Out of Eden Learn involves a collaboration with Pulitzer Prize-winning journalist Paul Salopek who is walking around the world along the migratory pathways of our ancient human ancestors. Out of Eden Learn organizes diverse groups to engage in learning journeys that emulate Salopeks slow journalism, with students posting work and leaving comments for one another on a custom-built social media-type platform. The curriculum invites students to (1) slow down to observe the world carefully and to listen attentively to others, (2) share stories and perspectives with one another, and (3) make connections between their own lives and bigger human stories. Over 15,000 students aged 3-18 from 52 countries have so far taken part.
Creating Communities of Innovation: A networked approach toward action research in schools (2016-2017)
How might we create scalable innovations within a network of schools? And how might we use that network to develop and sustain innovations that truly add value to teaching and learning? These questions lie at the heart of a proposed partnership between Project Zero and the GEMS MENASA Unit, a network of 45 schools within the United Arab Emirates. We will institute a two-year action research agenda amongst six or seven of the network schools with a view to developing scalable educational innovations. Representatives from Project Zero will work with Innovation Leaders, and select educators and administrators at each school to develop and carry out action research projects pertinent to each schools approach to innovation, and then synthesize the learning that happens across the participating schools through their separate, though networked lines of inquiry. A range of Project Zero instructional frameworks may be employed, modified, or further developed at each school as part of the overall process. This project will: Catalyze a professional learning community of Innovation Leaders, educators, and administrators throughout the participant schools. Equip participating Innovation Leaders, educators, and administrators with the skills necessary to embark upon new action research endeavors beyond the scope of this project. Surface educational innovation strategies that may be scaled across the full breadth of GEMS MENASA Unit schools and the broader network of GEMS World Academies. Lead to research with applicability beyond the scope of the GEMS MENASA model. One research strand will involve capturing the distributed development of ideas across the network of schools and the contribution of the network in terms of promoting classroom innovation. The other will concern developments in educators understanding about the process of engaging in classroom-based research and their potential role as educator-researchers.