U.S. and Non-U.S. Scholars

Fulbright New Century Scholars Program
Overview • Previous NCS Programs • NCS Scholar List • NCS Brochure • 2007-2008

Malahy Morris, Michael

• Professor and Director
  
• University of New Mexico
  
• College of Education, Community Learning & Public Service
• United States

Michael Malahy Morris is a Research Professor in Public Policy and Community Learning at the University of New Mexico’s College of Education, where he serves as Director for Community Learning & Public Service. Morris also chairs the University-wide Committee on Public Service and Community Engagement for all UNM campuses.

Morris has authored or co-authored more than $50 million dollars in successful federal, state, local and/or philanthropic funded grants for poor and low-income communities.  He presently acts as Principal Investigator for $2.3 million annually in grants and contracts based in diverse neighborhoods, tribal reservations and border communities, projects which are focused on school improvement, youth-led civic engagement, poverty reduction, community-based research and literacy education.

Morris received his doctorate from the University of Massachusetts (Amherst) in Public Policy and Higher Education.  He has coordinated a national network dedicated to advancing adult learning, been a senior planner and tribal development officer for the second largest indigenous tribe in North America (the Cherokee Nation of Oklahoma), and directed a White House-designated Model Rural Development Project under both the Carter and Reagan administrations.  He served from 1985-1992 as Dean of Arts and Sciences at the University of New England in Maine. 

In 2004 Morris was appointed the first Distinguished Visiting Scholar to the Center for Community Partnerships at the University of Pennsylvania, where he assists colleagues on further development of university-assisted community school models and innovations in youth policy at the city and state level.  He also is working on the expansion of the International Consortium for Higher Education, Civic Responsibility and Democracy – in particular, the Universities as Sites for Citizenship Projects in Spain, Latin America and the European Union.

Select Publications

• Morris, Michael Malahy (Winter 2007).  “Place in Leadership Formation: The Institute for Educational and Community Leadership (IECL)” in David Gruenewald and Greg Smith, Editors, Place-based Learning in a Global Age, Lawrence Erlbaum, Associates: Mahwah, New Jersey.
• Morris, Michael Malahy (Forthcoming). “Lessons Learned – The Albuquerque Community Schools Project – Experiences in Theory and Practice” in the Journal of University-Assisted Community Schools, published by the Center for Community Partnerships: the University of Pennsylvania, Philadelphia.
• Morris, Michael Malahy (2001).  Reframing New Mexico’s Assets: Toward a Sustainable Statewide Youth Initiative.  A Special Report on Youth Development in New Mexico commissioned by the McCune Charitable Trust, Santa Fe, New Mexico.
• Morris, Michael Malahy (2001).  Strategic Investments for New Mexico’s Future: Education and the Next Generation.  Special Report Commissioned by the Daniels Fund, New Mexico Office, Albuquerque, New Mexico.
• Morris, Michael Malahy (1990).  “Educating Citizens for a Democratic Society.”  In Public Leadership Education, Special Edition on Skills for Democratic Citizenship, Volume 3, the Exxon Educational Foundation and the Charles F. Kettering Foundation: Dayton, Ohio.

Access and Equity for the New Immigrants of Andalusia

Critical Access and Equity issues are emerging in Southern Spain (Andalusia) due to significant rates of immigration from North Africa, Latin America and Eastern Europe.  Entry into Spain through the South (Cadiz, Malaga, Algeciras, Tarifa and Almeria) has resulted in thousands of new residents moving into urban areas where families and children are impacting public education, social services and the health care systems in unprecedented numbers.  Universities have not been prepared to deal with the myriad of issues that result from these new populations regarding teacher education and/or social education preparation programs.  In addition, university outreach services to these new immigrants are almost non-existent.  Although the poverty issues associated with these New Spaniards are well documented in the popular press, academic research and university services for these populations, the communities they are settling in, the subsequent impact on schools and universities has not been well studied or analyzed. Moreover, few of these New Spaniards are progressing through the public education system in significant numbers to enter colleges and universities and these higher education institutions are inadequately prepared to support them once they enter post-secondary education (support services, faculty development, cultural readiness, so on).