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Samara Madrid Akpovo

Associate Professor, Director of the Intercultural and Classroom Culture Research Lab

Biography

Samara Madrid Akpovo is an Associate Professor in the Department of Child and Family Studies at the University of Tennessee Knoxville. Her research has focused on the emotional lives of adults and children in early childhood classrooms using collaborative ethnographic methods along with feminist and post-structural frameworks. A central theme in her research has been to challenge and deconstruct normative ways of being, feeling, and knowing with young children and teachers in diverse social and cultural contexts. Her research also examines early childhood pre-service teachers’ development of cross-cultural and intercultural understanding during international field experiences in Nepal.


Research

  • Emotional lives of children and adults in early childhood classrooms
  • Peer and school cultures/classroom ethnography
  • Qualitative cross-cultural research and discourse analysis
  • Preservice teachers’ intercultural knowledge and experiences within international contexts (i.e., Nepal)

Education

  • Ph.D., Teaching and Learning: Early Childhood Education, The Ohio State University, 2007
  • M.A., Experimental Psychology, San Jose State University, 2000
  • B.A., Psychology, University of Hawaii-Hilo, 1998

Curriculum Vitae


Awards and Recognitions

  • Office of Community Engagement and Outreach 2019-20 Incentive Grant Funding, Office of Research and Engagement, The University of Tennessee, 2019 - (1,983.47).

  • Teaching Support Awards Program, Teaching & Learning Innovation Center, The University of Tennessee, 2019 - (3,279.84).

  • Faculty Senate Research Council Summer Graduate Research Assistantship, The University of Tennessee, Office of Research and Engagement, 2018 - (3,600)


Publications

Selected Recent Publications:

Madrid Akpovo, S., Nganga, L., & Acharya, D. (2018). Minority-World preservice teachers' understanding of contextually appropriate practice while working in Majority-World communities. Journal of Research in Childhood Education, 32(2), 202-218. DOI: 10.1080/02568543.2017.1419321

 Madrid Akpovo, S., & Nganga, L. (2018). Minority-World professionals in majority-world contexts: How do international field experiences promote intercultural competence or reinforce ethnocentrism? Contemporary Issues in Early Childhood,19(2), 1-7. DOI: 10.1177/1463949118778024

 Madrid Akpovo, S. (2017). Uncovering cultural assumptions: The use of a critical incident technique during an international student-teaching field experience. Contemporary Issues in Early Childhood, DOI: 10.1177/1463949117747108

Link to Books

Madrid Akpovo, S., Moran, M.J., Brookshire, R. (2018). Collaborative cross-cultural research methods in early care and education contexts. New York: Routledge.

Madrid, S., Fernie, D., & Kantor, R. (Eds). (2015). Reframing the emotional world of early childhood classrooms. New York: Routledge.


Contact Information