Contact InformationChristian Dallavis
Director, Notre Dame ACE Academies
107 Carole Sandner Hall
Department/affiliationEducation/Alliance for Catholic Education
B.A., English & Japanese, University of Notre Dame
M.A., Teaching, University of Portland
Joint Ph.D. in English and Education, University of Michigan
- The intersection of sociocultural theories of learning, Catholic schooling, and education for urban immigrant communities
- School culture
- Culturally responsive pedagogy
- Schooling in religious contexts
- Models of university-school partnership
Best Dissertation Award, American Educational Research Association (AERA) Catholic Education Special Interest Group
School of Education Scholar, University of Michigan
Dallavis, C.M. (2011, in press). "’Because that’s who I am’: Extending theories of culturally responsive pedagogy to consider religious identity, belief, and practice. Multicultural Perspectives.
Dallavis, C.M. (2011, in press). “Qualified sociopolitical consciousness: Complicating culturally responsive pedagogy in faith-based schools.” Education and Urban Society.
Buehler, J. L., Gere, A. R., Dallavis, C. M., & Haviland, V. S. (2009). “Normalizing the fraughtness: How emotion, race, and school context complicate cultural competence.” Journal of Teacher Education 60(4), 408-418.
Dallavis, C. M. & Johnstone, J. V. (2009). “An evolving university-school partnership: The University of Notre Dame Magnificat Schools.” Catholic Education: A Journal of Inquiry and Practice 13(2), 224-247.
Gere, A. R., Buehler, J. L., Dallavis, C. M., & Haviland, V. S. (2009). “A Visibility Project: Learning to See the Raced Consciousness of Preservice Teachers.” American Educational Research Journal 46(3), 816-852.
Haviland, V. S., Gere, A. R., Buehler, J. L., & Dallavis, C. M. (2009). “Making the journey to cultural competence with poetry.” Multicultural Perspectives 11(1), 19-26.
Dallavis, C.M. (2009, April). “Culturally responsive pedagogy and urban Catholic schools: Promises and pitfalls.” Paper presented at the annual meeting of the National Catholic Education Association, Anaheim.
Dallavis, C.M. (2009, April). “An unexplored intersection: Culturally responsive pedagogy, urban Catholic schools, and immigrant communities.” Paper presented at the annual meeting of the American Educational Research Association, San Diego.
Dallavis, C.M. (2008, November). “How can I implement CRP in my classroom?” Paper presented as part of symposium, “Demystifying culturally responsive pedagogy: Translating theory into classroom practice,” at the annual meeting of the National Council of Teachers of English, San Antonio.
Watzke, J. L. & Dallavis, C. M. (2008, April). “Spiritual dimensions of culturally responsive pedagogy: Research on teacher and student perspectives.” Paper presented at the annual meeting of the American
Educational Research Association, New York City.
Dr. Dallavis joined the Notre Dame faculty in Summer 2008 and now serves as director of the Notre Dame ACE Academies, a partnership initiative designed to increase access to high-quality educational opportunities for disadvantaged children by promoting engagement between the University and individual urban Catholic schools. Dallavis, whose doctoral dissertation examined historical and contemporary urban Catholic schooling in an immigrant community, spent 18 months researching and evaluating high-performing urban schools to develop the ND ACE Academy model.
Dallavis, an Associate Professional Specialist, serves as an advisor to the Catholic School Advantage Campaign and is on the faculty for the Alliance for Catholic EducationMaster of Education program. He is an Associate Professional Specialist.
As a member of the ACE Service Through Teaching program, Dallavis taught middle school English and high school theater arts at Mercy Cross Catholic School in Biloxi, MS, while earning a master of arts degree from the University of Portland. After ACE, he taught English in Dhaka, Bangladesh before returning to Notre Dame to join the ACEpastoral and administrative staff, where he supported beginning teachers and developed international teaching opportunities in Ireland and Chile. Later he attended the University of Michigan, where he prepared pre-service teachers to work in urban and under-resourced schools. He also served as a member of the research team for theSquire Office of Policy Research for the National Council of Teachers of English.