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DRAG

Publications.

Throughout my professional career I have understood that beyond a requirement to subsist in the academic world, publications represent opportunities to enter into dialogue with others.

Working at a university in the United States, I am far from the communities and issues that are most meaningful to me. To narrow this gap and keep in line with my commitment to transnational knowledge, I strive to publish each piece in both English and Spanish. Unfortunately, this is not always possible; the translation of each publication is tied to individual will and the availability of time and money.

This paragraph is my bid to make my commitment public and hopefully get others to join me.

Articles in academic journals.

Rodríguez-Gómez, D. & Moreno, M. (2023). The Politics and Pitfalls of Academic Enthusiasm in Peacebuilding: Examining Researchers’ Role in a Rural Education Development Project inColombia. Globalisation, Societies and Education.

Rodríguez-Gómez, D. (2022). Disputed Futures: Rural Entrepreneurship vs. Migration in Postsecondary Trajectories on the Ecuador-Colombia Border. Ethnography and Education.

Rodríguez-Gómez, D. & Russell, S.G. (2021). Human Rights Violations through Structural Violence: A Case Study of Human Rights Education in New York City. American  Educational Research Journal (AERJ).

Rodríguez-Gómez, D. & Bermeo, M. (2020). Assembling the Educational Nexus to the War on Drugs: A Systematic Review. Journal on Education in Emergencies, 6(1), pp. 18-56.

Rodríguez-Gómez, D. (2019). Bureaucratic Barriers to Universal Access to Education in  Ecuador. Journal on Education in Emergencies, 5(1), pp. 62-93.

Rodríguez-Gómez, D., Foulds, K. & Sayed, Y. (2016). Textbooks and Peacebuilding in Colombia and South Africa. Education as Change, 20(3), pp. 76-97.

Bartlett, L., Rodríguez-Gómez, D. & Oliveira, G. (2015). South-South Migration and Education: Sociocultural Perspectives. Educação e Pesquisa, 41, Special Issue, pp. 1153- 1170.

Kanjee, A., Sayed, Y., & Rodríguez-Gómez, D. (2010). Curriculum planning and reform in sub-Saharan Africa. Southern African Review of Education, 16(1), pp. 83-96.

Rodríguez-Gómez, D. & Moreno, M. (2023). The Politics and Pitfalls of Academic Enthusiasm in Peacebuilding: Examining Researchers’ Role in a Rural Education Development Project inColombia. Globalisation, Societies and Education.

Rodríguez-Gómez, D. (2022). Disputed Futures: Rural Entrepreneurship vs. Migration in Postsecondary Trajectories on the Ecuador-Colombia Border. Ethnography and Education.

Rodríguez-Gómez, D. & Russell, S.G. (2021). Human Rights Violations through Structural Violence: A Case Study of Human Rights Education in New York City. American  Educational Research Journal (AERJ).

Rodríguez-Gómez, D. & Bermeo, M. (2020). Assembling the Educational Nexus to the War on Drugs: A Systematic Review. Journal on Education in Emergencies, 6(1), pp. 18-56.

Rodríguez-Gómez, D. (2019). Bureaucratic Barriers to Universal Access to Education in  Ecuador. Journal on Education in Emergencies, 5(1), pp. 62-93.

Rodríguez-Gómez, D., Foulds, K. & Sayed, Y. (2016). Textbooks and Peacebuilding in Colombia and South Africa. Education as Change, 20(3), pp. 76-97.

Bartlett, L., Rodríguez-Gómez, D. & Oliveira, G. (2015). South-South Migration and Education: Sociocultural Perspectives. Educação e Pesquisa, 41, Special Issue, pp. 1153- 1170.

Kanjee, A., Sayed, Y., & Rodríguez-Gómez, D. (2010). Curriculum planning and reform in sub-Saharan Africa. Southern African Review of Education, 16(1), pp. 83-96.

Rodríguez-Gómez, D. (próximamente). Disputed Futures: Rural Entrepreneurship vs. Migration in Postsecondary Trajectories on the Ecuador-Colombia Border. Ethnography and Education.

Rodríguez-Gómez, D. & Russell, S.G. (2021). Human Rights Violations through Structural Violence: A Case Study of Human Rights Education in New York City. American  Educational Research Journal (AERJ). https://doi.org/10.3102/00028312211057307

Rodríguez-Gómez, D. & Bermeo, M. (2020). Assembling the Educational Nexus to the War on Drugs: A Systematic Review. Journal on Education in Emergencies, 6(1), pp. 18-56 (también disponible en español acá)

Rodríguez-Gómez, D. (2019). Bureaucratic Barriers to Universal Access to Education in  Ecuador. Journal on Education in Emergencies, 5(1), pp. 62-93. 

Rodríguez-Gómez, D., Foulds, K. & Sayed, Y. (2016). Textbooks and Peacebuilding in Colombia and South Africa. Education as Change, 20(3), pp. 76-97.

Bartlett, L., Rodríguez-Gómez, D. & Oliveira, G. (2015). South-South Migration and Education: Sociocultural Perspectives. Educação e Pesquisa, 41, Special Issue, pp. 1153- 1170 (también disponible en portugués acá).

Kanjee, A., Sayed, Y., &Rodríguez-Gómez, D. (2010). Curriculum planning and reform in sub-Saharan Africa. Southern African Review of Education, 16(1), pp. 83-96.

Book Chapters.

Sayed, Y., Badroodien, A., Hanaya, A. & Rodríguez-Gómez, D. (2017). Social Cohesion, Violence, and Education in South Africa. In Enlarging the Scope of Peace: African and World Regional Contributions, Seedat, M., Suffla, S., & Christie, D. (eds). Switzerland: Springer International Publishing, pp. 239-254.

Rodríguez-Gómez, D. (2017). When War Enters the Classroom: A case study on the experiences of youth on the Ecuador–Colombia border. In (Re)Constructing Memory:  Education, Identity and Conflict. Williams, J. & Bellino, M. (eds.) The Netherlands: Sense Publishers, pp. 269-289.

Rodríguez-Gómez, D. (2018). Social Advocacy in Neoliberal Times: Non-Governmental Organizations in Ecuador’s Refugee Landscape. In New Advocates for Education: Civil Society Organizations in Latin America, Cortina, R. & De la Fuente, C. (eds). New York City: Routledge, pp. 108-128.

Sayed, Y., Badroodien, A., Hanaya, A. & Rodríguez-Gómez, D. (2017). Social Cohesion, Violence, and Education in South Africa. In Enlarging the Scope of Peace: African and World Regional Contributions, Seedat, M., Suffla, S., & Christie, D. (eds). Switzerland: Springer International Publishing, pp. 239-254.

Rodríguez-Gómez, D. (2017). When War Enters the Classroom: A case study on the experiences of youth on the Ecuador–Colombia border. In (Re)Constructing Memory:  Education, Identity and Conflict. Williams, J. & Bellino, M. (eds.) The Netherlands: Sense Publishers, pp. 269-289.

Rodríguez-Gómez, D. (2018). Social Advocacy in Neoliberal Times: Non-Governmental Organizations in Ecuador’s Refugee Landscape. In New Advocates for Education: Civil Society Organizations in Latin America, Cortina, R. & De la Fuente, C. (eds). New York City: Routledge, pp. 108-128.

Editorials.

Bermeo, M. J. & Rodríguez-Gómez, D. (2020). Editorial Note. In Journal of Education in  Emergencies, 6(1), pp. 5-17.

Book Reviews.

Rodríguez-Gómez, D. (2018) Youth in Postwar Guatemala: Education and Civic Identity in Transition by Michelle J. Bellino. Journal of Education in Emergencies, 4(1), pp. 194-196.

Pedagogical Resources.

Rodríguez Gómez, D. (2022). In Mendenhall, M., Chopra, V., & Bazlen,  R. (Eds.). Navigating Ethical Dilemmas in Education in Emergencies (EiE): A Compendium of Vignettes for Research and Practice. Teachers College, Columbia University.

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Bermeo, M.J. & Rodríguez-Gómez, D. (2015). Respiramos inclusión en los espacios  educativos. Propuesta metodológica paraeducadores. Alto Comisionado deNaciones Unidas  para los Refugiados(UNHCR). ISBN 978-9942851130. Quito, Ecuador. **Winner of the 2017UNHCR Child Protection Innovation Challenge**

Rodríguez-Gómez, D. & Di Castri, T. (2018). Youth Voices Rethinking the War on Drugs. A Catalyst Curriculum Guide. The Institute of Latin American Studies (ILAS), Columbia University. New York City, ISA.

Rodríguez-Gómez, D. (2019). Pedagogías desde y para la ruralidad: experiencias exitosas y replicables de rectores y docentes. Fundación Compartir. Bogotá, Colombia.

Rodríguez-Gómez, D., Di Castri, T. & Romero, D. Guía Catalyst para enseñar temas relacionados con la política de drogas en las aulas de secundaria de las Américas.

Rodríguez Gómez, D. (2022). In Mendenhall, M., Chopra, V., & Bazlen,  R. (Eds.). Navigating Ethical Dilemmas in Education in Emergencies (EiE): A Compendium of Vignettes for Research and Practice. Teachers College, Columbia University.

‍

Bermeo, M.J. & Rodríguez-Gómez, D. (2015). Respiramos inclusión en los espacios  educativos. Propuesta metodológica paraeducadores. Alto Comisionado deNaciones Unidas  para los Refugiados(UNHCR). ISBN 978-9942851130. Quito, Ecuador. **Winner of the 2017UNHCR Child Protection Innovation Challenge**

Rodríguez-Gómez, D. & Di Castri, T. (2018). Youth Voices Rethinking the War on Drugs. A Catalyst Curriculum Guide. The Institute of Latin American Studies (ILAS), Columbia University. New York City, ISA.

Rodríguez-Gómez, D. (2019). Pedagogías desde y para la ruralidad: experiencias exitosas y replicables de rectores y docentes. Fundación Compartir. Bogotá, Colombia.

Rodríguez-Gómez, D., Di Castri, T. & Romero, D. Guía Catalyst para enseñar temas relacionados con la política de drogas en las aulas de secundaria de las Américas.