Maureen Porter - Publications

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Maureen Porter

Maureen Porter

University of Pittsburgh
5709 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260
Phone: 412-648-7041


  • Technical Reports

  • Porter, M.K. (2016). The 2015 Smithsonian Festival: Constructing durable bridges between the Americas. Report submitted to the Smithsonian Center for Folklife and Cultural Heritage, on behalf of the American Folklore Society's Consultancy and Professional Development Program. To be available on:
    I was awarded a grant through the Consultancy and Professional Development Program of the American Folklore Society to generate a conceptual analysis of the 2015 Smithsonian Folklife Festival on Peru: Pachamama. The research is informed by the decade that I have spent so far lading service-learning and community-based ethnographic programs, podcasts, articles, and radio broadcasts about education, culture, and folklife. I was able to take a fieldwork team of our graduate students and community members to Washignton DC to do extended participant observationon the National Mall. The final, team evaluation was completed in partnership with the Smithsonian Institution's Center for Folklife and Cultural Heritage. This selective, national consultancy is sponsored through the National Endowment for the Arts. More
  • Others

  • Porter, M. K., Fahrenwald, C., Eschenbacher, S., & Donald, B. (2015). Facilitating transformative learning in educational organizations through service-learning: A cross-cultural approach. In A. Nicolaides, & D. Holt (Eds.), Spaces of transformation and transformations of space: Proceedings of the XI International Transformative Learning Conference. (pp. 58-69). New York: Teachers College, Columbia University. Retrieved from

    Abstract: In this international collaboration we present elements of

    embodiment and narrative as they contribute to transformative learning theory.

    Our aim is to share best practices that make implicit knowing more explicit, are

    emotionally responsive, and support organizational change that leads to full

    engagement. We investigate what this looks like in service-learning settings that

    cross borders of both time and space between universities, schools, communities,

    and cultures. We interrogate the key concept of border crossing, Entgrenzung, as

    it impacts efforts to design, evaluate, and theorize about transformative learning

    in service-learning practice. Diversity, mobility, and inclusion provide new

    challenges and opportunities for both individuals and organizations to grow in

    their capacity for civic engagement, for perspective shift, for effective and

    multimodal reflective discourse, and for linking intent to action in a global

    village on the move.

  • Porter, M. K., & Erickson, P (2015). The transformative legacy of Coastal Studies for Girls science and leadership school.. In A. Nicolaides, & D. Holt (Eds.), Spaces of transformation and transformations of space: Proceedings of the XI International Transformative Learning Conference. (pp. 748-754). New York: Teachers College, Columbia University. Retrieved from

    Abstract: Coastal Studies for Girls (CSG) in Maine provides a semester

    residential program that inspires girls and women to create joyful lives, vibrant

    communities, and a more connected world. CSG develops heightened

    sensibilities through its integrated place-based science curriculum and enhanced

    capacities through its infused leadership program. The intentional community

    provides a gender-responsive place of transformation. Moreover, the personal

    and academic challenges they undergo provide a catalyst for them to

    transform their place in the wider world. We highlight the core pedagogies,

    daily practices, and personal relationships that facilitate these dual outcomes.

  • Books

  • Indigenous Education is a compilation of conceptual chapters and national case studies that includes empirical research based on a series of data collection methods. The book provides up-to-date scholarly research on global trends on three issues of paramount importance with indigenous education—language, culture, and identity. It also offers a strategic comparative and international education policy statement on recent shifts in indigenous education, and new approaches to explore, develop, and improve comparative education and policy research globally. Contributing authors examine several social justice issues related to indigenous education. In addition to case perspectives from 12 countries and global regions, the volume includes five conceptual chapters on topics that influence indigenous education, including policy debates, the media, the united nations, formal and informal education systems, and higher education.