Supriya Baily

Supriya Baily

Supriya Baily


Dr. Bailys research has focused primarily on the effects nonformal education has had on women and the communities in which they live.


PhD, George Mason University
Center for International Education
PhD in Education and Human Development
Teaching Culturally, Linguistically Diverse & Exceptional Learners

Supriya Baily is a Professor at George Mason University teaching international and comparative education and qualitative research methods. She is also the Associate Director for the Center for International Education.  Her research interests focus on gender, education and empowerment as well as higher education in India. She is the co-editor of two books, Internationalizing Teacher Education in the US (2012) Educating Adolescent Girls Around the Globe: Challenges and Opportunities (2015) and numerous journal articles and book chapters.

Dr. Baily has spent over twenty years working with marginalized communities to better understand the processes of agency and voice that promote grassroots transformation both in the United States and abroad. She has lived and worked in India where she was the founder and president of CRISIS — a youth mentoring movement pairing college students with children living in orphanages. She went on to teach in the critically acclaimed Newspaper in Education Program at The Times of India in Bangalore. She has worked with microcredit, women and youth development organizations in the U.S. where she has been written grants, organized programs and traveled to develop greater revenue streams for the organizations.

She teaches courses on social justice, action research, research methods and gender.  She is also affiliated with the Research Methods and Education Policy Programs in CEHD and is an affiliated faculty member with the Women and Gender Studies Program.

Currently, Dr. Baily serves as the Treasurer of the Comparative and International Education Society (CIES) and sits on the board of the Global Teacher Education, Inc.  She has served a three-year term as the Co-Chair of the Gender and Education Committee of CIES, and as the Program Chair for the Peace Education Special Interest Group of the American Educational Research Association (AERA). She has presented at many national and international conferences including CIES, AERA, the National Association for Multicultural Education, the National Middle School Association, and the American Association for Adult and Continuing Education.

She has been awarded multiple grants for research and teaching including grants from IREX, the Center for Consciousness and Transformation, and the Global Studies Office at Mason.



Current Research

Research Interests

Dr. Bailys research has focused primarily on the effects nonformal education has had on women and the communities they live in. Working in India and Indonesia, Dr. Baily has spent time in rural regions of these countries better understanding how women and the people around them understand the changing nature of womens roles and identities. She also explores the effects of international students on their education, as well as policy issues affecting education for adolescents in developing countries. She has also been a consultant for the Teachers Foundation, a nonprofit organization in India working to transform teachers pedagogy and practice.

Selected Publications

Stacki, S. L. & Baily, S. (Eds). (2015). Educating Adolescent Girls Around the Globe: Challenges and Opportunities.  New York, NY: Routledge.

Shaklee, B. D. & Baily, S. (Eds.). (2012). Internationalizing teacher education in the United States.  Lanham: MD: Rowman & Littlefield Publishing.



Baily, S. (in press).  Identifying structural changes from within – Emancipatory narratives exploring community constraints to women’s education and empowerment. Diaspora, Indigenous and Minority Education.

Baily, S., Hathaway, D., Katradis, M., & Isabel, M. (in press). Finding their Voice: Immigrant teacher experiences in the U.S Classroom.  In C.Schlein and B. Garii (Eds.), Narrative and critical lenses on intercultural teaching and learning, (pp. TBD).  Charlotte, NC: Information Age Publishing.       

Baily, S., & Merz, S.A. (2015). Conducting fluid and timely research in youth activism – Understanding lessons from India.  In S. Bastien and H.B. Holmarsdottir (Eds.), Youth at the margins: experiences from engaging youth in research worldwide (pp. TBD). Rotterdam, The Netherlands: Sense Publications B.V.

Baily, S. (2015).  Who gets left behind? The fate of the unrepresented in the wake of US-India higher education partnerships.  Policy Futures in Education: Special Issue: Indian Education at the Crossroads of Postcoloniality, Globalization and the 21st C Knowledge Economy, 13(2), pg. 273-286. 

Baily, S.  (In press).  Emerging from the shadows: Countering the marginalization of rural adult women in development and education programs.  In E. Brown & P. Gorski (Eds.), International Perspectives on Poverty (Vol. 7).  Charlotte, NC: Information Age Publishing.   

Baily, S. (2013).  Our actions are louder than words: Gender, power, and a grassroots movement towards peace.  In R. Amster & E. Ndura (Eds.), Exploring the Power of Nonviolence .   Syracuse, NY: Syracuse University Press.      

Baily, S. (2012).  Framing the World Bank Education Strategy 2020 to the Indian context – Alignments, challenges and opportunities.  In C. Collins  & A.W. Wiseman (Eds.), Education strategy in the developing world: A conversation about the World Bank’s education policy development and revision.  In International Perspectives on Education and Society Series (Vol. 16). (pp. 371 - 393). Bingley, UK: Emerald Publishing.

Baily, S. (2011).  Trajectories of influence: Extending Paulston’s ideas to the framework of gender, power and community development.  In J. C. Weidman & W. J. Jacobs (Eds.), Beyond the Comparative: Advancing Theory and Its Application to Practice (pp. 217-234). Rotterdam: Sense Publishers.

Baily, S. (2011).   Speaking Up: Contextualizing  women’s voices and gatekeepers’ reactions in promoting women’s empowerment in rural India.  Research in Comparative and International Education, 6(1), 107-118.

Baily, S. (2009). Can You Eat Peace?   Addressing development needs and peace education in Gujarat, India.  In E. Ndura-Ouédraogo & R. Amster (Eds.), Building Cultures of Peace: Transdisciplinary Voices of Hope and Action (227-241). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Baily, S. (2009).  Playing catch up: Leveling education for young adolescent students in India.  In S. Mertens, V. A. Anfara, Jr. & K. Roney (Eds.), An international look at educating young adolescents: The handbook of research in middle level education (73-96). Charlotte, NC: International Age Publishing.

Internationalizing Teacher Education in the United States


Courses Taught

Courses Taught This Semester


  • Independent Study for the Doctor of Philosophy in Education (EDUC - 897)
  • Advanced Internship in Education (EDUC - 994)
  • Doctoral Dissertation Proposal (EDUC - 998)
  • Doctoral Dissertation Research (EDUC - 999)
  • Advanced Applications of Qualitative Methods (EDRS - 822)
  • Research Inquiries in International Education (EDUC - 815)


Courses Taught


  • Social Justice and Equity in International Education (EDUC - 892)
  • Teaching Elementary Social Studies in International Schools (EDUC - 512)
  • Directed Reading, Research, and Individual Projects (EDUC - 598)
  • Workshop in Education (EDUC - 600)
  • Special Topics in Education (EDUC - 597)
  • Advanced Topics in Education (EDUC - 797)
  • Research to Practice (EDCI - 777)
  • Internship in Education (EDCI - 790)
  • Qualitative Methods in Educational Research (EDRS - 812)
  • Intercultural Competence: Theory and Research Application to International Education (EDUC - 878)
  • The New Professionalism: Theory and Practice (MNPE - 700)
  • The New Professional as a Reflective Practitioner (MNPE - 702)
  • Technology and Learning in the New Professions (MNPE - 703)
  • Research Methodologies in the New Professionalism (MNPE - 704)
  • Studies in Language and Culture I (IETT - 750)
  • Research in Practice: The Team Project (IETT - 752)
  • Studies in Language and Culture II (IETT - 751)
  • Teaching and Learning (IETT - 753)




Ph.D. International Education - 2008, George Mason University, Fairfax, VA

Dissertation: Sharing power: how nonformal education for women shapes the perceptions and attitudes of community leaders — A case study in India.

M.A. International Development Studies - 1997, The George Washington University

Focus: International Education

B.A. Social Work - 1995, University of Delhi & University of Nevada, Reno

Minor: Womens Studies