An Afro-Cuban American scholar, Amalia Dache is an assistant professor in the Higher Education Division. Her experiences as a Cuban refugee and student traversing U.S. educational systems—among them urban K–12 schools, community college, state college, and a private research-intensive university—inform her research and professional activities.

Dr. Dache’s major research areas are postcolonial geographic contexts of higher education, Afro-Latina/o/x studies, community and student resistance, and the college-access experiences of African diasporic students and communities. She is co-editor of Rise Up! Activism as Education, which will be published by Michigan State University Press in the fall of 2019. Her most recent article, “Ferguson’s Black radical imagination and the scyborgs of community–student resistance,” appeared in The Review of Higher Education in 2019.

Prior to joining the faculty of Penn GSE in the summer of 2019, Dr. Dache was an assistant professor at the University of Missouri, where she was named the University of Missouri’s NAACP 2018 Frankie M. Freeman Faculty of the Year and was awarded the 2018 University of Missouri’s Faculty Achievement in Diversity Award. She received the Association for the Study of Higher Education’s (ASHE) Bobby Wright Dissertation of the Year award in 2014.

Research Interests and Current Projects

Dr. Dache engages in research within contested urban geographies, including Havana, Cuba; Cape Town, South Africa; and Ferguson, Missouri.

In Havana, Dr. Dache is conducting an ethnographic study of cultural memory through the educational histories of Havana’s Cubans. A number of features make Cuba an important site of inquiry for issues related to higher education access and global democracy—including that 70 percent of the country’s population is of African descent. Cuba’s history of aspiring toward a racial democracy during its colonial and postcolonial periods, and its political-economic revolutionary context, make this study an important contribution in the area of comparative and international education.

In Cape Town, Dr. Dache has studied the emergence of the student-led Rhodes Must Fall and Fees Must Fall movements at the University of Cape Town. And in Ferguson, Dr. Dache studied working-class Black resistance in the community, which led to the Concerned Student 1950 movement at the University of Missouri.

Dr. Dache was awarded the Rockefeller Institute of Government’s Richard P. Nathan Public Policy Fellowship for 2019-2020, to research geographic data on racial, transit, and economic factors inhibiting access to local postsecondary education in western New York.

Publications

Selected Publications

Dache, A., Quaye, S. J., Linder, C., & McGuire, K. M. (Eds.). (2019, in press). Rise Up!: Activism as education. East Lansing, MI: Michigan State University Press.

Dache, A. (2019). Ferguson’s Black radical imagination and the scyborgs of community–student resistance. Review of Higher Education. Special Issue: Activism in the ‘Woke’ Academy: Historical and Contemporary Perspectives.

Dache, A. (Accepted). Teaching a transnational ethic of Black Lives Matter: An AfroCubana Americana’s theory of Calle. International Journal of Qualitative Studies in Education (QSE). Special Issue: Resistance, Black liberation and the struggle for racial justice: Exploring the implications of #BlackLivesMatter on Postsecondary Research, Policy and Praxis.

White, J., & Dache, A. (in press). “All the inner-city kids”: Color-blind racism and financial-aid processes at an urban community college. Community College Journal of Research and Practice.

Dache, A., Haywood, J., & Mislan, C. (in press). A badge of honor not shame: An AfroLatina theory of Black-imiento for education research. Journal of Negro Education.

Reyes, M., Dache-Gerbino, A., Rios-Aguillar, C., Diel-Amen, R., & González Canché, M. (2019). The ‘geography of opportunity’ in community colleges: The role of the local labor market in students’ decisions to persist and succeed. Community College Review.

Dache-Gerbino, A., Kiyama, J. M., & Sapp, V. T. (2018). The dangling carrot: Proprietary institutions and lack of college choice for Latina students. Review of Higher Education, 42(1), 20–60.

Mislan, C., & Dache-Gerbino, A. (2018). The struggle for ‘our streets’: The digital and physical spatial politics of the Ferguson Movement. Social Movement Studies, 17(6), 676–696.

Mislan, C., & Dache-Gerbino, A. (2018). Not a Twitter revolution: Anti-neoliberal and antiracist resistance in the Ferguson Movement. International Journal of Communication, 12, 2622–2640.

Dache-Gerbino, A., Aguayo D., Griffin, M., Hairston, S. L., Hamilton, C., Krause, C., Lane-Bonds, D., & Sweeney, H. (2018). (Re)Imagined geographies: A critical geography and urban higher education class explores postcolonial spaces post-Ferguson. Research in Education, 104(1), 3–23.

Dache-Gerbino, A. (2017). Mapping the postcolonial across urban and suburban college access geographies. Equity and Excellence in Education, 50(4), 368–386.

Dache-Gerbino, A. (2016). College desert and oasis: A critical geographic college access analysis of urban decline. Journal of Diversity in Higher Education.

Dache-Gerbino, A., & White, J. (2016). College students or criminals? A postcolonial geographic analysis of the social field of whiteness at an urban community college branch campus and suburban main campus. Community College Review, 44(1), 49–69.

Kiyama, J. M., Harris, D. M., & Dache-Gerbino, A. (2016). Fighting for Respeto: Latina stories of resistance shaping educational opportunities. Teachers College Record, 118(12), 1–50.

Sapp, V. T., Kiyama, J. M., & Dache-Gerbino, A. (2016). Against all odds: Latinas activate agency to secure access to college. NASPA Journal of Women in Higher Education, 9(1), 39–55.