EDMUND (TED) HAMANN, PhD
Assistant Professor - Teaching, Learning, and Teacher Education
44B Henzlik Hall
University of Nebraska-Lincoln
Lincoln, Nebraska 68588-0355
(402) 472-2285
Biography
Dr. Hamann received his MA in Anthropology in 1995 from the University of Kansas and his PhD in Education in 1999 from the University of Pennsylvania. He is currently an Assistant Professor in the Department of Teaching, Learning, and Teacher Education at UNL. Dr. Hamann's research involves the study and improvement of school reform and school responsiveness to Latino, immigrant, transnational, and English language learner populations. He uses the traditions of ethnography and policy implementation studies to examine these topics. Additionally, he has used ethnographic and policy implementation lenses to study the roles of state departments of education in comprehensive school reform.
Dr. Hamann occupies a newly created faculty line focusing on the linkages between educational policy and practice and is part of the education foundations group. From 1999 to 2005, he was a Research and Evaluation Specialist at the Education Alliance at Brown University, a position largely funded through the federally-supported Northeast and Islands Regional Educational Laboratory. Prior to that he taught qualitative research methods at the University of Georgia and introductory anthropology, intercultural communication, and remedial writing at Georgia State University. He began his career in Kansas City, Kansas, leading a bilingual family literacy program designed by the National Council of La Raza and later was an intern with the Ewing Marion Kauffman Foundation. He also worked for a year with a middle school-level, school-to-career project in Philadelphia in the mid-1990s.
Dr. Hamann's current research interests include: (a) the study of education policy implementation across tiers (such as between state departments of education and schools) and in relation to underserved student populations (like English language learners and Latino students); (b) the study of how schools respond to the transnational movement of students and their families (particularly movement between the US and Latin America); and (c) the study of school reform (particularly comprehensive school reform and reform at the high school level).
Recent Publications
Journal Articles
Hamann, E. T., Zúñiga, V., & Sánchez, G. (in press). From Nuevo León to the USA and back again: Transnational students in Mexico. Journal of Immigrant & Refugee Studies 6(1).
Hamann, E. T. (2007). But sometimes labor migration is about more than labor migration: Complementary perspectives of an educational anthropologist. City & Society 19, 36-46.
Hamann, E. T., Zúñiga, V., & Sánchez G. (2006). Pensando en Cynthia y Su Hermana: Educational Implications of U.S./Mexico Transnationalism For Children. Journal of Latinos and Education 5, 253-274.
Zúñiga, V., & Hamann, E. T. (2006). Going home? Schooling in Mexico of transnational children. CONfines de relaciones internacionales y ciencia política, 2, 41-57
Hamann, E. T. (2005). Systemic high school reform in two states: The serendipity of state-level action. High School Journal, 89, 1-17.
Hamann, E. T. (2005). Examining the roles and possible roles of state departments of education in comprehensive school reform. Journal of Education of Students Placed At-Risk, 10, 1-9.
Hamann, E. T., Zuliani, I., & Hudak, M. (2005). ELLs, CSR, and SEAs: An overlooked opportunity to make comprehensive school reform comprehensive. Journal of Education of Students Placed At-Risk, 10, 53-83.
Hamann, E. T. (2004). Lessons from the interpretation/misinterpretation of John Ogbu's scholarship. Intercultural Education, 15, 399-412.
Hamann, E. T., & Lane, B. (2004). The roles of state departments of education as policy intermediaries: Two cases. Educational Policy, 18, 426-455.
Hamann, E. T. (2004). The local framing of Latino educational policy. Harvard Journal of Hispanic Policy, 16, 37-51.
Hamann, E. T., Wortham, S., & Murillo, E. G. (2004). Education in the new Latino diaspora: A reflection on polyvocality. Journal of Thought, 39, 83-102.
Hamann, E. T. (2003). Reflections on the field: Imagining the future of the anthropology of education if we take Laura Nader seriously. Anthropology and Education Quarterly, 34, 438-449.
Book Chapters
Hamann, E. T. (in press). Enact a "Standards Plus" orientation: Also honor non-standard knowledge. In M. Pollock (Ed.), Everyday antiracism: Concrete ways to successfully navigate the relevance of race in school. New York: The New Press.
Hamann, E. T. (in press). Acknowledging the schism between ESL/bilingual and "mainstream": Teachers and illustrating that problem's remedy. In L. Stoops Verplaetse & N. Migliacci (Eds.), Inclusive pedagogy for English language learners: Research informed practices. Mahwah, NJ: Lawrence Erlbaum.
Hamann, E. T. (2002). ¿Un paso adelante? The politics of bilingual education, Latino student accommodation, and school district management in southern Appalachia. In S. Wortham, E. G. Murillo, & E. T. Hamann (Eds.), Education in the new Latino diaspora: Policy and the politics of identity (pp, 67-97). Westport, CT: Ablex.
Hamann, E. T. Wortham, S., & Murillo, E. G. (2002). Education and policy in the new Latino diaspora. In S. Wortham, E. G. Murillo, & E. T. Hamann (Eds.), Education in the new Latino diaspora: Policy and the politics of identity (pp. 1-16). Westport, CT: Ablex.
Hamann, E. T. (2001). Theorizing the sojourner student: (With a sketch of appropriate school responsiveness). In M. C. Hopkins & N. Wellmeier (Eds.), Negotiating transnationalism: Selected papers on refugees and immigrants, Vol. IX, (pp. 32-71). Arlington, VA: American Anthropology Association.
Books and Monographs
Meltzer, J., & Hamann, E. T. (2005). Meeting the needs of adolescent English language learners for literacy development and content area learning, part two: Focus on classroom teaching and learning strategies. Providence, RI: Education Alliance at Brown University.
Hamann, E. T., & Meltzer, J. (2005). Multi-party mobilization for adolescent literacy in a rural area: A case study of policy development and collaboration. Providence, RI: Education Alliance at Brown University.
Meltzer, J., & Hamann, E. T. (2004). Meeting the needs of adolescent English language learners for literacy development and content area learning, part one: Focus on motivation and engagement. Providence, RI: Education Alliance at Brown University.
Hamann, E. T. (2003). The educational welcome of Latinos in the new south. Westport, CT: Praeger.
Coady, M., Hamann, E. T., Harrington, M., Pacheco, M., Pho, S., & Yedlin, J. (2003). Claiming opportunities: A handbook for improving education for English language learners through comprehensive school reform. Providence, RI: Northeast and Islands Regional Educational Laboratory at Brown University.
Wortham, S., Murillo, E. G., & Hamann, E. T. (Eds.). (2002). Education in the new Latino diaspora: Policy and the politics of identity. Westport, CT: Ablex Press.
Research Projects
Research Projects
| Revisiting Brown v. Board of Education: The Negotiation of Race, Place, and Educational Opportunity in Metro Omaha | |
| Maude Hammond Fling Faculty Research Fellowship, UNL | |
| Role: PI | 2007 |
