- Professor, Urban Education
- Professor, Educational Psychology
- Professor, Psychology
- Professor, Interactive Technology and Pedagogy
- Human Development across Life Spans in Challenging Environments, Including Wars
- Post-War Transitions
- Under-Funded Urban Schools
- Community Organizations
- Uses of Discourse and Technology for Social Change and Development
- Critical and Creative Analysis of Individual, Group, and Institutional Change
- Qualitative Research Methodologies
- Ed.D., Columbia University
- Ed.M., Columbia University
- M.A., Columbia University
Colette Daiute does research and teaching across the globe with education and community organizations supporting human development in rapidly changing and challenging environments.
Daiute is Professor of Psychology at the Graduate Center, City University of New York. Dr. Daiute was previously a professor at Harvard University. Colette Daiute does research, writing, and teaching toward development and social change among individuals and collectives in extremely challenging and rapidly changing environments.
Her research focuses on inter-related social, cognitive, and emotional developments of children, youth, and adults across global systems of adversity, such as displacement, political violence, cultural clashes, and economic inequality. Daiute, her students, and colleagues do practice-based research with collectives in education, ethnic communities, professional development, and policy/legal practice supporting social change, primarily from the perspectives of peoples dealing with exclusion and injustice. In those field-based contexts, we use dynamic storytelling methods to engage and study together how various forms of expression foster positive social change. This approach involves a wide range of stakeholders, not only shining a light on victims of political and economic abuse but also examining statements of those with institutional power and resources, including ourselves as researchers.
Highlighting narratives, interactive digital technologies, and other expressive forms, Daiute’s research approach has ongoing value for communities of practice in education, refugee resettlement, collaborative lawyering, and other initiatives. See www.colettedaiute.org for more information about this innovative theory, methodology, and findings, illustrated in books including Human Development and Political Violence (Cambridge University Press); Narrative Inquiry: A Dynamic Approach (Sage); Minority Educators – Roma in Serbia – Narrate Education Reform (University of Belgrade Press); International Perspectives on Youth Conflict and Development (Oxford University Press), journal articles, and chapters.
Professor Daiute enjoys working with graduate students in interdisciplinary seminars and the “Narrating Change Research Group” to guide their original activist research projects. Colette Daiute has extensive experience working with colleagues across the globe to develop research addressing their own goals, challenges, and resources.
Awards and Grants
Numerous Research and Fellowship Awards including research grants from the Spencer Foundation, U.S. Institute of Peace, O.E.C.D.-UNICEF; Visiting Scholar Appointments in Colombia, Italy, Switzerland, Brazil, India and the United States (Columbia University, Harriman Institute; Graduate Center, Center for the Humanities; Center for Place, Culture, Politics)
Professional Affiliations and Memberships
- Jean Piaget Society for the Study of Knowledge and Development (JPS)
- Association for Research in Interactive Digital Narratives (ARDIN)
- International Society for Cultural-historical Activity Research (ISCAR)
- Narrative Inquiry
- Critical Discourse Theory and Analysis
- Politics and Psychology of Belonging and Exclusion across Global Systems
- Technology, Learning and Development
- Childhood and Youth Studies: Approaches and Development
- Ph.D. Student Research Seminar
- Daiute, C. (2020). Narrating Crisis from War Zones to Disease Zones. ournal of Humanistic Psychology, Special Issue about COVID-19.
- Daiute, C., Kovacs-Cerovic, T., Micic, K., Sullu, B.,Vracar. S. (2020). Dynamic values negotiating geo-political narratives across a migration system. Qualitative Psychology. Online first, June.
- Daiute, C., Duncan, R.O., Marchenko, F. (2018). Meta-communication between designers and players of interactive digital narrative. In R. Rouse, H. Koenitz, M. Haahr (Eds.). Interactive Digital Narrative, LNCS 11318, Springer, pp. 134–142.
- Daiute, C. (2018). Adolescent civic engagement in contemporary civic and technological realities. In J. Lansford & P. Banati (Eds.). SRCD-UNICEF Handbook of Adolescent Development Research and Its Impact on Global Policy. Oxford University Press.
- Daiute, C. (2017). Developing with Diversity into the Third Decade of Life and Beyond. Budwig, N., Turiel, E. and Zelazo, P. (Eds.). New perspectives on human development. (pp. 447 – 468). Cambridge University Press.
- Conover, K., & Daiute, C. (2017). The process of self-regulation in adolescents: A narrative approach. Journal of Adolescence, 57 (June), 59–68.
- Daiute, C. (2016). A relational theory of human development in the 21st century crisis of violence and displacement. Human Development. 59 (2-3):128–151
- Daiute, C., Todorova, R., & Kovacs-Cerovic, T. (2015). Narrating to manage participation and power relations in an education reform program. Language & Communication, 45, 46-58.
- Daiute, C., Eisenberg, Z., & Vasconcellos, V. (2015). Considering early childhood education teachers' perceptions of risk. International Journal of Educational Research, 71, 40-49.
- Daiute, C. & Botero Gomez, P. (2014). Narrating change in and against time in Colombia. In D. Rellstab & C. Schlote (Eds). Representations of war, migration and refugeehood: Interdisciplinary perspectives. (pp. 140-160). Routlege.
- Daiute, C. (2012). Human development in global systems. Global Studies Journal, 4(3),221-234.
- Daiute, C. (2011). “Trouble” in, around, and between narratives. Narrative Inquiry, 21: 2, 329-336.
- Daiute, C. (2008). The rights of children, the rights of nations: Developmental theory and the politics of children’s rights. Journal of Social Issues, 64:4, 701 – 723.