Associate Research Scholar, Arnold A. Saltzman Institute of War and Peace Studies Associate Professor and Director of International Education, New York University
Professor Dana Burde is an Assistant Professor of International Education at New York University and an Affiliate at the Arnold A. Saltzman Institute of War and Peace Studies. Her research and teaching focus on politics, humanitarianism and education in countries and regions affected by conflict. In this context, she examines the ways in which non-state actors and transnational networks create institutional and normative change.
Beyond the university, Burde’s work as an international education consultant includes assessment and evaluation of post-conflict programs in the Balkans; civil society building in the Caucasus; refugee education in Pakistan; and research on parent and community participation in community schools in Central Asia, Central America and Mali.
Burde received a B.A. from Oberlin College, an Ed.M. from Harvard University, and a Ph.D. in Comparative and International Education with a concentration in Political Science from Columbia University.
Schools for Conflict or for Peace in Afghanistan (New York: Columbia University Press, 2014).
“International NGOs and best practices: The art of educational lending,” Global Politics of Educational Borrowing and Lending, ed. Gita Steiner-Khamsi (New York: Teachers College Press, 2004).
“Preventing violent attacks on education in Afghanistan: Considering the role of community-based schools,” Education Under Attack: A Call to Action (2010).
“Lost in translation: Parent teacher associations and reconstruction in Bosnia in the late 1990s,” American Post-Conflict Education Reform: From the Spanish-American War to Iraq, ed. Noah W. Sobe (Basingstoke, UK: Palgrave Macmillan, 2009).
Leigh L. Linden and Dana Burde, “Bringing Education to Afghan Girls: A Randomized Controlled Trial of Village-Based Schools,” American Economic Journal-Applied Economics 5, no. 3 (2013): 27.
“Assessing Impact and Bridging Methodological Divides: Randomized Trials in Countries Affected by Conflict,” Comparative Education Review 56, no. 3 (2012): 448.
“Empower or control? Education in emergencies and global governance,” Current Issues in Comparative Education 9, no. 2 (2007): 55.
“Promoting stable education systems after a conflict,” Forced Migration Review 9, no. 2 (January 2005): 55.
“Weak states, strong communities? Promoting community participation in post-conflict countries,” Current Issues in Comparative Education 6, no. 2 (2004): 72.
Dana Burde, interviewed by Lynn Pasquerella, The Academic Minute, Early Education in Afghanistan, 27 August 2014.
Dana Burde, interview by Eileen Reynolds, NYU Stories, Afghans Want Schools, the Hard Part is Getting Their Children There, 17 March 2014.
Dana Burde and Amy Kapit-Spitalny, “Prioritizing the Agenda for Research for the Global Coalition to Protect Education from Attack: Why Evidence is Important, What We Know, and How to Learn More,” Global Coalition to Protect Education from Attack (2012).
Dana Burde and Leigh L. Linden, “The Effect of Village-based Schools: A Randomized Controlled Trial in Afghanistan,” National Bureau of Economics Research, May 2012, <http://www.nber.org/papers/w18039.pdf>.