Photo credit to Jonas Cuénin
Name: Fabrice Jaumont
Expected Date of Graduation: 2013
Why did you choose to pursue a Doctoral degree in International Education?
I have worked in education all my life, as a teacher, as a school director, and for the last 12 years as the French Embassy’s Education Attaché in New York. Obtaining a PhD in this field was a logical continuation for me. I have been doing this PhD full-time while working for the Embassy full-time. Although very demanding, this work-study diet has made me sharper, and has forced me to think globally and holistically.
Please describe the focus of your research:
I have been in the United States since 1997 and, throughout my time here I have encountered many philanthropists and foundations, many of whom invest in education. Coming from France where philanthropy is not very developed and where education is still the sole responsibility of the State, I have been intrigued by the role and influence of philanthropy and civil society in the United States. My research is about trying to understand this role and influence, particularly when philanthropy meets education. At NYU I was fortunate to meet people who were involved with the Partnership for Higher Education in Africa – a consortium of seven of the largest foundations in the country (Ford, Carnegie, MacArthur, Rockefeller, Mellon, Hewlett and Kresge). The foundations spent $400 million in 10 years trying to develop African higher education and modernize African universities in selected countries. I decided to focus my research on their collaboration, and interviewed the program officers who were involved with the Partnership. I chose an institutional lens to look at these foundations’ work, and a mixed method to visualize the mechanism and dynamics of their collaboration.
Professor or scholar who has influenced you the most:
It’s hard to just choose one. I think Richard Arum has influenced me a great deal in the way to look at institutions. I even find myself reading neo-institutional theory for pleasure. That's Richard’s influence.
What are your career goals?
They are multiple. I am already quite engaged with my career with the French Embassy. The work I do is fascinating and very rewarding. I would be very interested in working for a foundation, particularly one that has a strong education component, whether in secondary or tertiary education. I would also like to teach at the university level. Teaching is something I love doing, and don’t do enough of. I also do not exclude the possibility of working for the French government here or in another country.
What do you like the most about the International Education program at NYU Steinhardt?:
When I started the program I was accepted both at NYU and at the Sorbonne. I entered both doctoral programs and was hoping to do a joint degree. That didn’t work out but it allowed me to compare French and American approaches to doctoral studies. I have enjoyed the structure provided in the International Program, the step by step approach to becoming a doctor, and particularly the doctoral seminars where I met other doctoral students, some of whom have become great friends.
AWARDS AND GRANTS
For doctoral studies.
- “21st Century Scholarship”, New York University (9/07-5/09).$20, 000
- “Shearwater Travel Grant”. New York University (10/12). $550
For organization of conferences and seminars.
- “Living with Two Languages, The Advantages of Being Bilingual (4/13), InstitutFrançais ($2,000), Consulate of Canada ($5,000), OrganisationInternationale de la Francophonie ($3,500), French-American Cultural Exchange Council ($5,000)
- “Heritage Languages and Social Cohesion” (11/11). Institut Français ($2,000), French-American Cultural Exchange Council ($5,000)
- “Teach Europe Seminar Series for secondary school teachers in partnership with Yale University, Columbia University and Rutgers University (9/03-5/13): Franco-German Elysée Treaty Fund, $7000. Consulate General of Germany in New York, $10,000.Consulate General of Spain in New York, $4,000.Consulate General of Italy in New York, $6,000.Embassy of France, $10, 000.
For development of programs
- “French Bilingual Revolution in New York” (9/07-6-13): Florence Gould Foundation, $100 000. French Ministry of Education, $50,000.French Ministry of Foreign Affairs, $150,000.
- “School enrichment activities” (1/03-6/12). Air France $6,000. BNP Paribas $5,000.Natixis $1,000.CIC $5,000.French-American Foundation $2,000.
For development of resources
- “My Transatlantic School”, an online platform fostering school-to-school exchanges between France and the United States (1/10-12/12). French Ministry of Education, $40, 000
“Knight in the Order of Academic Palms”(Chevalier dansl’Ordre des PalmesAcadémiques), French Ministry of Education.For contributions to French national education and culture (4/12). Awarded on 3/23/13)
“Top 50 Most Influential French in the United States” France-Amérique, French News Magazine published in the United States (6/12).
2010 MVP Award, Badminton. New York University (5/10).
Jaumont, Fabrice and Ross, Jane. 2012. “Building Bilingual Communities: New York's French Bilingual Revolution" in Ofelia García, ZeenaZakharia, and BaharOtcu, eds. Bilingual Community Education and Multilingualism. Beyond Heritage Languages in a Global City, (Bristol, U.K.: Multilingual Matters); pp.232-246
Jaumont, Fabrice and Ross, Jane (in press).“French Heritage Language Communities in the United States” in Terrence Wiley, Joy Peyton, Donna Christian, Sarah Catherine Moore, Na Liu.Handbook of Heritage and Community Languages in the United States: Research, Educational Practice, and Policy, (Oxford, U.K.: Routledge).
Jaumont, Fabrice and Ross, Jane.“French Heritage Language Vitality in the United States.”Heritage Language Journal.Volume 9.Number 3.Fall 2013.
Jaumont, Fabrice. 2012. “The French Revolution”. Language Magazine.The Journal of Communication & Education. June 1st 2012.
Jaumont, Fabrice. 2012. “Need for French-English Bilingual Education Clear”.Education Week, Vol. 31 Issue 29, p35. 25 April 2012
Jaumont, Fabrice. 2011. “French Language Education Programs in New York City’s Public Schools”. (New York: Embassy of France to the United States).
Jaumont, Fabrice. 2009. “Notes sur les écoles publiques et privées à programme bilingue de New York”. (New York: Embassy of France to the United States).
Jaumont, Fabrice. 2001. “Rapport sur les écoles à programmes bilingue ou d’immersion en français aux Etats-Unis” (New York: Embassy of France to the United States).
“Human Rights Watch World Report 2006” (partial translation from English to French).
Jaumont, Fabrice. 2013. The French Bilingual Revolution in New York's Public Schools. February 1st, 2013.
Jaumont, Fabrice. 2013. How many New Yorkers speak French at home? How many bilingual schools do they need? NewYorkinFrench.net January 28, 2013
Jaumont, Fabrice. 2012. “French Bilingual Education in New York’s Public Schools”. Embassy of France Frenchculture.org. December 1st, 2012.
Jaumont, Fabrice. 2012. “French Books for Bilingual Brains”.NewYorkinFrench.net June 1, 2012.
Jaumont, Fabrice. 2012 “The French Bilingual Revolution”.Embassy of France Frenchculture.org. March 22, 2012.
Jaumont, Fabrice. 2011 “French Language Education Programs in New York City’s Public Schools”. NewYorkinFrench.net November 7, 2011.
Jaumont, Fabrice. 2010. “5 Reasons to Take French”. New York in French. October 20, 2010.
Jaumont, Fabrice. 2010. “Kids master French and English in New York's primary schools”. New York in French. January 24, 2010.
Jaumont, Fabrice. Unequal Partnerships - The Dynamics of Collaboration between U.S. Philanthropic Foundations and African Universities
Jaumont, Fabrice and TebohoMoja. “Bringing Change to Tertiary Education Institutions in Africa: An Analysis of American Philanthropic Foundations and their Interactions with African Universities”
Jaumont, Fabrice. “L’influence des fondations américaines sur les universités africaines”
McGill Journal of Education
Strategic Philanthropy, Collaborative Legitimacy, and the Institutionalization of Higher Education in Africa: The Partnership for Higher Education in Africa (2000-2010). Ph.D. dissertation, 12/2013 [expected].Steinhardt School of Culture, Education, and Human Development, New York University. Sponsor: Dr. Richard Arum
Intercultural conflicts and cultural revival: Ireland (1870-1921).Culture anglophone, culture indigène. Exemple d'une interculturalité : l'Irlande (1870-1921) M.A.degree dissertation, 1997. (Center for Irish Studies, University of Normandy, Caen. Sponsor: Dr. Paul Brennan
TheOdysseys of Stanley Kubrick.B.A. degree dissertation, 1995. Institute for English Studies, Charles de Gaulle University, Lille. Sponsor: Dr. Daniel Becquemont
COURSE IN PREPARATION
New York University
“Billionaires, Best Intentions, and Public Education”, Undergraduate Minor in Global and Urban Education Studies. New York
“French” (beginner to advanced courses). Language and Communications Program, United Nations Secretariat, New York.(Fall 03, 04, 05, 06.Spring 04, 05, 06, 07. Summer 04, 05, 06, 07)
National College of Ireland
“French Society”.B.A. in Industrial Relations. Dublin (Fall 96, Spring 97)
“French Grammar”.B.A in European Studies. Dublin (Fall 96, Spring 97)
“Phonology of French”.B.A in European Studies. Dublin (Fall 96, Spring 97)
Trinity College, Dublin.
“Composition in French”.B.A in French Studies. Dublin. (Fall 95, Spring 96)
“Oral Comprehension and Communication in French”.B.A in French Studies. Dublin. (Fall 95, Spring 96)