Books by Flavia S . Ramos-Mattoussi
Dr. Flavia S. Ramos-Mattoussi is a Senior Research Associate at the Learning Systems Institute at... more Dr. Flavia S. Ramos-Mattoussi is a Senior Research Associate at the Learning Systems Institute at Florida State University and Associate Director of the Center for International Studies in Educational Research and Development (CISERD). Prior to joining FSU in 2009, she served as director of the Assistance to Basic Education (USAID ABE-IQC) at Juarez & Associates in Washington, DC (2007-2009). She held prior academic appointments including Assistant Professor and Director of the International Training and Education Program at American University in Washington, DC (2002-2007); Visiting professor of International Education at the George Washington University (2000-2002); Adjunct faculty at the University of Connecticut (leading a study abroad program to Cuba in 2002), and at the School for International Training in Vermont (1990).
Dr. Ramos-Mattoussi is an International Education and Development professional with more than 30 years’ experience in project design & implementation, teacher education, leadership training, nonformal education, materials and curriculum development, intercultural communications, gender and development, women’s empowerment, program evaluation and assessment of education initiatives in multicultural, post-conflict and development settings. She has been a consultant for government agencies (U.S. Agency for International Development and U.S. Department of Labor) and non-governmental organizations (UNICEF, American Council on Education, World Learning, Institute for Training and Development, IBTCI, etc.) implementing participant training programs in the United States and conducting research and training in Latin America, Africa and Asia. She has produced numerous informational materials and training curricula targeting multicultural and multilingual populations and conducted social marketing research for health and education (Boston Medical Center, Massachusetts Center for SIDS; The Johns Hopkins University, Center for Communication Programs; and the National Coalition of Advocates for Students). Most recently, she has been involved in the development and evaluation of literacy programs, as well as evaluation of higher education partnerships worldwide. She is fluent in English, Portuguese, and Spanish.
Dr. Ramos-Mattoussi’s research focuses on the development of participatory and action research methods, including visual sociology, life histories and biographical approaches in research. She is the author of The FotoDialogo Method©, several training manuals, technical reports, book chapters and articles in refereed journals (Teaching & Teacher Education, International Journal of Qualitative Studies in Education, Electronic Magazine of Multicultural Education, Chalkboard, SAGE Benchmarks in Social Research Methods Series, RTI Press, etc.). She is also a playwright, visual artist, author and illustrator of numerous children's books published in Brazil—as Flavia Sales. She is a frequent presenter at national and international conferences including Comparative and International Education Society, American Anthropological Association, Southeast Evaluation Association, National Association for Multicultural Education, Society for International Development, and the Intercultural and International Communication Conference.
Dr. Ramos-Mattoussi holds an Ed.D. in Education Policy, Research, and Administration, and a M.Ed. in International Education from the University of Massachusetts at Amherst. She received her B.F.A. in Art Education from the Universidade Federal do Rio de Janeiro.
The FotoDialogo Method: A new approach for making meaning and building dialogue in multicultural ... more The FotoDialogo Method: A new approach for making meaning and building dialogue in multicultural community settings
This book deals with issues of cross-cultural communications that stem from the lack of shared meaning that different cultural groups embrace. Shared meaning is built on mutual understanding that emerges when people at every level of the community can speak about what really concerns them. In the FotoDialogo Method, Hispanic women use pictures and storytelling to express their concerns about the disabling effects of social, cultural and economic marginalization associated with the low-income minority population in the USA. The FotoDialogo Method is an approach for engaging community-based organizations in dialogue with their multicultural client population. It consists of a series of black-and-white drawings that were inspired by real-life stories told by inner-city women of color. These are used to initiate collective dialogue and create illustrated life-based narratives or "fotonovelas." The author describes the development of the method and its impact on the Hispanic community in Massachusetts where the pilot study took place. This should be useful for adult educators, researchers and community organizers working across cultural borderlines.
VDM Verlag Dr. Müller
ISBN 978-3-639-22584-6, paperback, 500 Pages
Books on Demand
http://www.bod.com/index.php?id=3435&objk_id=316480
Papers by Flavia S . Ramos-Mattoussi
Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia, 2018
Language Issues in Comparative Education II, 2021
Language Issues in Comparative Education II, 2021
This directory offers a variety of resources and teaching ideas for addressing global education i... more This directory offers a variety of resources and teaching ideas for addressing global education issues across the school curriculum. The directory was developed by teachers from all grade levels and represents only a fraction of materials available for teaching from a global perspective. The book is divided into sections for elementary, middle, and secondary schools, along with a section on the International Resource Center Collection at the World Affairs Council, Springfield, MA. Suggestions are offered for lesson planning, the use of country case studies, inclusion of literature and other arts in the curriculum, and the use of maps. Each A note here about comprehensiveness: When deciding on the content you will include in your unit, please keep in mind that we are ourselves products of an educational system that has been notoriously devoid of cultural diversity. about racism. We write "racism" in the Elementary School 3 Global Horizons You may need to go far beyond your own global awareness to find the content information required for a quality unit. If you have not done so already, educate yourself beyond the superficial "smorgasbord" approach of Mexican tacos and Japanese kimonos, to get at the really meaningful information. Likewise, with an issue, dig for the DYNAMICS beneath the problem rather than simply presenting the tip of its iceberg. In our effort to provide our students with exposure to "the world," we do not want to recapitulate the inaccurate images and superficial explanations that some of our texts and curricula have put forth in the past. Challenge yourself to discover the depth of the issue/culture you want to teach. You may find the subject even more interesting than you thought! 3. Research Research does not have to happen exclusively in a library! A library is an excellent place to start, but don't limit yourself to it alone. Use your phone. Use community resources such as cultural clubs, foreign food restaurants, museums, embassies, government organizations, and international corporations to get information and ideas. Also, use the other entries in this directory. There are hundreds of ideas right here in your hands. With so many excellent resources and resource people in our area, it doesn't make sense for you to spend your valuable time starting from scratch. While you're gathering information, keep a running list of topics for lessons and ideas for activities. This will comprise your post-research idea list. 4. Organization The manner in which you choose to organize your unit will have a great impact on how successful it will be. Students can retain more information when they are given a means by which to organize it.. This, however, does not mean you have to choose only one manner of organization. If a particular methods works for most of your information but not for one or two sections, use a different method for this sections. If you want to teach a body of information (i.e., about a culture or an issue) AND a series of skills (i.e., expressive writing, researching, map reading, etc.) in the same unit, you will want to organize each separately then splice them into one another. NOTE: Before you begin organizing your unit, call the International Resource Center in Springfield or look at an international calendar to find out if any relevant holidays are going to be happening during the period you will be teaching. You may want to organize your information around one of these dates. Here are some questions to consider when deciding how to organize your unit: 4 Elementary School 1 0 C.) Global Horizons HOLISTIC vs. SEGMENTED Will you teach in a roundabout integrated format (perhaps using short stories, poems, or case studies), or will you teach it in a segmented manner, looking at each aspect (food, shelter, religion, terrain) thoroughly before going on to the next? LOGICAL SKILL SEQUENCE You will have to give your students exposure to and practice in prerequisite skills before introducing more difficult ones. SPATIAL You can organize either issue or culture based units according to areas (i.e., north, east, and west, west coast, east coast, etc.). You can explore the effects or ramifications of your issue, or the cultural characteristics of each area successively. CHRONOLOGICAL This would involve reviewing the events in history that have led up to the present situation. IN RELATION TO OUR OWN EXPERIENCE Organize you information around the connections that exist between things in your students' everyday lives, and the issue or region you are studying. CONCEPTUAL Organize you unit around themes such as "justice," "self-determination," "community cooperation," or "conflict resolution." INQUIRY Ask the students to choose a topic of their own interest with a given subject. For example, have them each do research projects or give presentation about: A country; an international issue; an aspect of the United Nations; a position concerning our foreign policy; a food from another country; etc.. IN ORDER OF UTILIZATION Teach what they will need to know first, second, third, etc.. This is an effective way to organize a foreign language class that will prepare students for travel to another country. Elementary School 5 Global Horizons Also, it can be used to orgaMze a unit simulating the visit to another country or in a Model United Nations Program. GENRE Organize your lessons into groups of poems, biographies, documentaries, or pieces of music. Have the students create some of their own of a given genre before moving on to a new one. When you've decided how you want to organize your unit, try it out with another cluster exercise. Put as may items from your post-research list as you can into clusters and organize the clusters into an overall outline. Check for redundancy and incompleteness in the outline, then trim and fill accordingly. 5. Methods/Lesson Plans Again, you will need to make many decisions regarding the nature of the learning experience you want your students to have. First, write some specific behavioral objectives for each topic in your outline. There are many excellent references available for teachers about writing these, so I will not go into it here. Next, think about the various types of activities you might want to use in achieving these behavioral objectives. A commonly used model for a lesson plan includes the follow steps. A. Re-stimulate Previous Knowledge Ask the students what they already know about the topic, give a pre-test, play 20 Questions (try "places" with the aid of the map!), or some other warm-up game related to the topic, etc.. Then, help the students use the unit's methods of organization to its fullest potentials by reminding them of the previous lesson and helping them predict what will come next.
My experiences as both artist and educator in the international development field have shown that... more My experiences as both artist and educator in the international development field have shown that the arts are powerful instruments in the learning process, especially in development settings, where alternative means of communication can make up for participants ' low literacy levels. As educators, we may look at the arts as tools that we use in the meaning-making process of teaching and learning; as artists, we make the tools that educators and learners use to build knowledge. It was with this idea in mind that I developed the FotoDialogo Method as a new research and education tool in which the arts and social inquiry merge. The FotoDialogo Method is a research tool aimed at building dialogue among culturally diverse groups, and examining individuals ’ perceptions of social reality through the use of drawings. In the FotoDialogo method, the process begins with the unveiling of significant themes as described in interviews and conversations with participants. Then, based on the...
THE FOTODIALOGO METHOD: USING PICTURES AND STORYTELLING TO PROMOTE DIALOGUE AND SELF-DISCOVERY AM... more THE FOTODIALOGO METHOD: USING PICTURES AND STORYTELLING TO PROMOTE DIALOGUE AND SELF-DISCOVERY AMONG LATINAS WITHIN A COMMUNITY-BASED ORGANIZATION IN MASSACHUSETTS MAY 1999 FLAVIA S. RAMOS, B.F.A., UNIVERSIDADE FEDERAL DO RIO DE JANEIRO M.Ed., UNIVERSITY OF MASSACHUSETTS AMHERST Ed.D, UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Robert Miltz This study aims at building dialogue among culturally diverse groups by examining people's perceptions of social reality through the application of projective techniques. In this study the projective techniques consist of a set of original pictures drawn by the author based on participants’ accounts of their living situations. The set of pictures combined with the process of inquiry applied in this study comprise the FotoDialogo Method. This study conforms to the following objectives: (1) developing and testing an original model of inquiry and education which promotes dialogue and self-discovery; (2) fostering dialogue skills a...
FINAL REPORT OF THE EVALUATION OF THE USAID/EGYPT NATIONAL BOOK PROGRAM FOR SCHOOLS, Mar 22, 2009
FINAL REPORT OF THE EVALUATION OF THE USAID/EGYPT NATIONAL BOOK PROGRAM FOR SCHOOLS
CONTRACTED U... more FINAL REPORT OF THE EVALUATION OF THE USAID/EGYPT NATIONAL BOOK PROGRAM FOR SCHOOLS
CONTRACTED UNDER USAID/EGYPT CONTRACT NO. EDH-I-00-05-00033-00
SUBMITTED BY JUAREZ AND ASSOCIATES, INC
9/28/2008
My experiences as both artist and educator in the international development field have shown that... more My experiences as both artist and educator in the international development field have shown that the arts are powerful instruments in the learning process, especially in development settings, where alternative means of communication can make up for participants' low literacy levels. As educators, we may look at the arts as tools that we use in the meaning-making process of teaching and learning; as artists, we make the tools that educators and learners use to build knowledge. It was with this idea in mind that I developed the FotoDialogo Method as a new research and education tool in which the arts and social inquiry merge. The FotoDialogo Method is a research tool aimed at building dialogue among culturally diverse groups, and examining individuals’ perceptions of social reality through the use of drawings. In the FotoDialogo method, the process begins with the unveiling of significant themes as described in interviews and conversations with participants. Then, based on these ...
Women’s Empowerment and Equal Opportunities Initiatives in Paraguay., 2019
Ramos-Mattoussi, F. (2019). Women’s Empowerment and Equal Opportunities Initiatives in Paraguay. ... more Ramos-Mattoussi, F. (2019). Women’s Empowerment and Equal Opportunities Initiatives in Paraguay. Invited Article. The Diplomatist: Special Report, May 2019, 31-33. New Delhi, India. https://drive.google.com/open?id=1ssJVVdePQK6DWmqJQW4H0FGoa3j4ppMj
The Diplomatist, 2019
Ramos-Mattoussi, F. (2019). Women’s Empowerment and Equal Opportunities Initiatives in Paraguay. ... more Ramos-Mattoussi, F. (2019). Women’s Empowerment and Equal Opportunities Initiatives in Paraguay. Invited Article. The Diplomatist: Special Report, May 2019, 31-33. New Delhi, India. https://drive.google.com/open?id=1ssJVVdePQK6DWmqJQW4H0FGoa3j4ppMj
This briefing paper, “Building Research and Teaching Capacity in Indonesia through International ... more This briefing paper, “Building Research and Teaching Capacity in Indonesia through International Collaboration,” published by the Institute of International Education’s Center for International Partnerships, provides a detailed, data-driven look at the research and teaching capacity of Indonesian universities. The authors, Flavia Ramos-Mattoussi and Jeffrey Ayala Milligan, report on key findings from a USAID-funded project in which faculty members from Florida State University worked in collaboration with university partners in Indonesia to develop and implement a series of activities with the aim of building the capacity of teacher education institutions. This IIE briefing paper examines recent efforts in building the research and teaching capacity of Indonesian universities and the specific challenges in developing the research capacity of university lecturers in Indonesia.
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Books by Flavia S . Ramos-Mattoussi
Dr. Ramos-Mattoussi is an International Education and Development professional with more than 30 years’ experience in project design & implementation, teacher education, leadership training, nonformal education, materials and curriculum development, intercultural communications, gender and development, women’s empowerment, program evaluation and assessment of education initiatives in multicultural, post-conflict and development settings. She has been a consultant for government agencies (U.S. Agency for International Development and U.S. Department of Labor) and non-governmental organizations (UNICEF, American Council on Education, World Learning, Institute for Training and Development, IBTCI, etc.) implementing participant training programs in the United States and conducting research and training in Latin America, Africa and Asia. She has produced numerous informational materials and training curricula targeting multicultural and multilingual populations and conducted social marketing research for health and education (Boston Medical Center, Massachusetts Center for SIDS; The Johns Hopkins University, Center for Communication Programs; and the National Coalition of Advocates for Students). Most recently, she has been involved in the development and evaluation of literacy programs, as well as evaluation of higher education partnerships worldwide. She is fluent in English, Portuguese, and Spanish.
Dr. Ramos-Mattoussi’s research focuses on the development of participatory and action research methods, including visual sociology, life histories and biographical approaches in research. She is the author of The FotoDialogo Method©, several training manuals, technical reports, book chapters and articles in refereed journals (Teaching & Teacher Education, International Journal of Qualitative Studies in Education, Electronic Magazine of Multicultural Education, Chalkboard, SAGE Benchmarks in Social Research Methods Series, RTI Press, etc.). She is also a playwright, visual artist, author and illustrator of numerous children's books published in Brazil—as Flavia Sales. She is a frequent presenter at national and international conferences including Comparative and International Education Society, American Anthropological Association, Southeast Evaluation Association, National Association for Multicultural Education, Society for International Development, and the Intercultural and International Communication Conference.
Dr. Ramos-Mattoussi holds an Ed.D. in Education Policy, Research, and Administration, and a M.Ed. in International Education from the University of Massachusetts at Amherst. She received her B.F.A. in Art Education from the Universidade Federal do Rio de Janeiro.
This book deals with issues of cross-cultural communications that stem from the lack of shared meaning that different cultural groups embrace. Shared meaning is built on mutual understanding that emerges when people at every level of the community can speak about what really concerns them. In the FotoDialogo Method, Hispanic women use pictures and storytelling to express their concerns about the disabling effects of social, cultural and economic marginalization associated with the low-income minority population in the USA. The FotoDialogo Method is an approach for engaging community-based organizations in dialogue with their multicultural client population. It consists of a series of black-and-white drawings that were inspired by real-life stories told by inner-city women of color. These are used to initiate collective dialogue and create illustrated life-based narratives or "fotonovelas." The author describes the development of the method and its impact on the Hispanic community in Massachusetts where the pilot study took place. This should be useful for adult educators, researchers and community organizers working across cultural borderlines.
VDM Verlag Dr. Müller
ISBN 978-3-639-22584-6, paperback, 500 Pages
Books on Demand
http://www.bod.com/index.php?id=3435&objk_id=316480
Papers by Flavia S . Ramos-Mattoussi
CONTRACTED UNDER USAID/EGYPT CONTRACT NO. EDH-I-00-05-00033-00
SUBMITTED BY JUAREZ AND ASSOCIATES, INC
9/28/2008
Dr. Ramos-Mattoussi is an International Education and Development professional with more than 30 years’ experience in project design & implementation, teacher education, leadership training, nonformal education, materials and curriculum development, intercultural communications, gender and development, women’s empowerment, program evaluation and assessment of education initiatives in multicultural, post-conflict and development settings. She has been a consultant for government agencies (U.S. Agency for International Development and U.S. Department of Labor) and non-governmental organizations (UNICEF, American Council on Education, World Learning, Institute for Training and Development, IBTCI, etc.) implementing participant training programs in the United States and conducting research and training in Latin America, Africa and Asia. She has produced numerous informational materials and training curricula targeting multicultural and multilingual populations and conducted social marketing research for health and education (Boston Medical Center, Massachusetts Center for SIDS; The Johns Hopkins University, Center for Communication Programs; and the National Coalition of Advocates for Students). Most recently, she has been involved in the development and evaluation of literacy programs, as well as evaluation of higher education partnerships worldwide. She is fluent in English, Portuguese, and Spanish.
Dr. Ramos-Mattoussi’s research focuses on the development of participatory and action research methods, including visual sociology, life histories and biographical approaches in research. She is the author of The FotoDialogo Method©, several training manuals, technical reports, book chapters and articles in refereed journals (Teaching & Teacher Education, International Journal of Qualitative Studies in Education, Electronic Magazine of Multicultural Education, Chalkboard, SAGE Benchmarks in Social Research Methods Series, RTI Press, etc.). She is also a playwright, visual artist, author and illustrator of numerous children's books published in Brazil—as Flavia Sales. She is a frequent presenter at national and international conferences including Comparative and International Education Society, American Anthropological Association, Southeast Evaluation Association, National Association for Multicultural Education, Society for International Development, and the Intercultural and International Communication Conference.
Dr. Ramos-Mattoussi holds an Ed.D. in Education Policy, Research, and Administration, and a M.Ed. in International Education from the University of Massachusetts at Amherst. She received her B.F.A. in Art Education from the Universidade Federal do Rio de Janeiro.
This book deals with issues of cross-cultural communications that stem from the lack of shared meaning that different cultural groups embrace. Shared meaning is built on mutual understanding that emerges when people at every level of the community can speak about what really concerns them. In the FotoDialogo Method, Hispanic women use pictures and storytelling to express their concerns about the disabling effects of social, cultural and economic marginalization associated with the low-income minority population in the USA. The FotoDialogo Method is an approach for engaging community-based organizations in dialogue with their multicultural client population. It consists of a series of black-and-white drawings that were inspired by real-life stories told by inner-city women of color. These are used to initiate collective dialogue and create illustrated life-based narratives or "fotonovelas." The author describes the development of the method and its impact on the Hispanic community in Massachusetts where the pilot study took place. This should be useful for adult educators, researchers and community organizers working across cultural borderlines.
VDM Verlag Dr. Müller
ISBN 978-3-639-22584-6, paperback, 500 Pages
Books on Demand
http://www.bod.com/index.php?id=3435&objk_id=316480
CONTRACTED UNDER USAID/EGYPT CONTRACT NO. EDH-I-00-05-00033-00
SUBMITTED BY JUAREZ AND ASSOCIATES, INC
9/28/2008
through the application of an innovative research tool that uses pictures and storytelling as projective techniques. The FotoDialogo Method uses a set of original drawings to initiate dialogical interviews, to inspire research participants to tell their stories, and to critically analyze the situations presented in these stories. The research study took place at a community-based organization providing non-formal education programs to the Spanish-speaking population in a US inner-city setting. The FotoDialogo Method has the potential to be an effective tool to help underprivileged women break the silence concerning their experiences of oppression and to engage them in a process of self-discovery and transformation that empowers them to become change agents within their families and communities.
Ramos Mattoussi, F., & Caballero, V. (2015). External Evaluation of the Women's Leadership Program in Paraguay: Evaluation Report. [174 p.] Higher Education for Development (HED), American Council on Education (ACE) (Technical Report). USAID/DEC, Washington, DC. Retrieved from http://pdf.usaid.gov/pdf_docs/PA00KNGF.pdf
Ramos Mattoussi, F., & Caballero, V. (2015). External Evaluation of the Women's Leadership Program in Paraguay: Evaluation Report. [174 p.] Higher Education for Development (HED), American Council on Education (ACE) (Technical Report). USAID/DEC, Washington, DC. Retrieved from http://pdf.usaid.gov/pdf_docs/PA00KNGF.pdf
Ramos-Mattoussi, F. & Caballero, V. (July 2015). External Evaluation of the Women’s Leadership Program in Paraguay: Evaluation Report. [174 p.] Higher Education for Development (HED), American Council on Education (ACE). USAID/DEC, Washington, DC. http://pdf.usaid.gov/pdf_docs/PA00KNGF.pdf
Flavia Ramos-Mattoussi, Ed.D. Principal Investigator with Jeffrey Ayala Milligan, Ph.D. and Young-Suk Kim, Ed.D.
READ TA is a five-year project supported by the U.S. Agency for International Development and implemented by the Research Triangle Institute and its partners, including the Florida State University. This project supports the Ethiopian Ministry of Education (MOE) in its efforts to develop a nationwide reading and writing program. The objective of the project is to improve the reading and writing skills of children in grades one through eight in both their mother tongue and English, as measured by improvements in learning outcomes. The project is expected to reach 15 million children in all schools and all regions of Ethiopia.