Research Discipline/Bio
Camille is a PhD student in International and Comparative Education at Teachers College, Columbia University, with a scholarly background in the field from Stanford University. Her research explores how education policies shape social cohesion through civic identity, imagined communities, and peacebuilding in crisis-affected contexts. Using mixed-methods research, she conducts macro-, meso-, and micro-level analyses, drawing on both a large-scale database and a case study of Cameroon.
Educational Background
- Master of Art, International Comparative Education, Stanford University, 2022
- Master in Science, Management, emlyon business school, 2018
Honors/Awards
Doctoral Fellowship, Teachers College, Columbia University, 2023-2026; CIES EiCE Student Paper Award, 2025; IRC Fellowship: Policy Briefs; 2024-2025; UNESCO IBE Fellowship, 2024; Dean’s Grant for Student Research, Teachers College, Columbia University, 2024; Martindale Award, Teachers College, Columbia University, 2024; ICE/IEPA MA Fund Grant, Graduate School of Education, Stanford University 2022
Publications/Exhibitions
- Russell, S. G., Fabo, C., Jones, V., & Colic, A. (2024). Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools: The Case of Newcomer and Refugee Students in Arizona and New York. Social Sciences, 13(11), 601. https://doi.org/10.3390/socsci13110601
- Falk, D., Mendenhall, M., Fabo, C., & Kebe, G. (2024). Teacher Management in Conflict and Crisis Settings: Addressing resource gaps and enhancing quality in education | INEE. ERICC, IRC. https://inee.org/resources/teacher-management-conflict-and-crisis-settings-addressing-resource-gaps-and-enhancing
Last Updated: Feb 10, 2025