Veriene Melo
Stanford University, Program on Poverty and Governance (PovGov), Former Social Science Research Professional
Erasmus University Rotterdam, International Institute of Social Studies, Former Visiting PhD Researcher and Knowledge Professional
Veriene is a multilingual and internationally minded social science researcher with a decade of professional experience in academia and the non-profit sector, having led and supported various research and evaluation projects focused on issues of societal relevance. She holds fully-funded postgraduate degrees in the humanities and social sciences from Stanford and UCLA and possesses strong analytical, writing, qualitative, organizational, data management, interpersonal, and stakeholder engagement skills.
While in academia, Veriene helped advance interdisciplinary research projects in various fields (history, education, political science, international development) and universities (Stanford, UCLA, Erasmus). More recently, she worked at Oxfam Novib measuring the social impact of programmes and at the International Criminal Court where she provided analytical support to investigations into war crimes and crimes against humanity.
Originally from the peripheries of Rio de Janeiro, Brazil, Veriene moved to the United States at a young age in search of better life opportunities. A reflection of her personal trajectory, she feels passionate about social justice issues and is an advocate of the transformative power of education and global exposure.
Supervisors: Carlos Alberto Torres, Beatriz Magaloni, Richard Desjardins, Teresa McCarty, Stephen Commins, and Lee Pegler
While in academia, Veriene helped advance interdisciplinary research projects in various fields (history, education, political science, international development) and universities (Stanford, UCLA, Erasmus). More recently, she worked at Oxfam Novib measuring the social impact of programmes and at the International Criminal Court where she provided analytical support to investigations into war crimes and crimes against humanity.
Originally from the peripheries of Rio de Janeiro, Brazil, Veriene moved to the United States at a young age in search of better life opportunities. A reflection of her personal trajectory, she feels passionate about social justice issues and is an advocate of the transformative power of education and global exposure.
Supervisors: Carlos Alberto Torres, Beatriz Magaloni, Richard Desjardins, Teresa McCarty, Stephen Commins, and Lee Pegler
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Working papers by Veriene Melo
With that, section 1 unpacks the essentials of Multi-Stakeholder Partnerships (MSIs) and their architecture within the 2030 Agenda; section 2 explores the debate around Public-Private Partnerships (PPPs) as a possible mechanism for sustainable development; section 3 discusses the complex orchestrating process of MSIs, placing a spotlight on multi-stakeholder dialogic processes and the role of skillful interlocutors; section 4 focuses on issues of inclusion and context in MSIs, speaking to the central position of civil society in helping localize the SDGs; finally, section 5 reviews several frameworks that shed light on some of the opportunities and challenges of MSIs, with insights on conditioning elements and strategies for effective partnering. For each of these thematics discussed, a short list of essential messages to consider is provided. The report concludes with a brief analysis of key takeaways from the larger literature review exercise.
Academic journal articles by Veriene Melo
Dissertation chapters by Veriene Melo
Informed by the theoretical lens of critical pedagogy and employing a qualitative case study methodology, this dissertation explores the opportunities and constraints of applying elements of a Freirean emancipatory education in non-formal youth education provisions as
an instrument to promote individual and territorial transformation in communities at the margins. Drawing from qualitative and quantitative data from an entrepreneurship program supporting hundreds of youth from the favelas and peripheries of Rio de Janeiro in advancing their own projects for change, the study investigates into three central thematics concerning: the lifeworld of participants and outcomes at the individual level; project creation and community impact; and program methodology vis-a-vis the underlying dimensions of critical pedagogy and applicability lessons.
Following the systematization and linkage of theories, processes, methods, and experiences, the study findings demonstrate the program’s relevance to broader opportunity schemes in youth empowerment, youth-led community transformation, and a youth-centered emancipatory education, contributing to a better understanding of critical pedagogy as a platform of possibility for young people in poverty-stricken territories. Together, these practical tools for capacity building, protagonism and participation - which draw from youth’s social history and knowledge - provides an illustration of how young people take part in social action, exercise their agency, and promote their cultural identities, while creating new platforms to challenge exclusion and advance practices of positive social regeneration
Research/analysis articles by Veriene Melo
Portuguese version available at: https://rioonwatch.org.br/?p=13958.
Portuguese version available at: https://rioonwatch.org.br/?p=11315.
Conference reports by Veriene Melo
With that, section 1 unpacks the essentials of Multi-Stakeholder Partnerships (MSIs) and their architecture within the 2030 Agenda; section 2 explores the debate around Public-Private Partnerships (PPPs) as a possible mechanism for sustainable development; section 3 discusses the complex orchestrating process of MSIs, placing a spotlight on multi-stakeholder dialogic processes and the role of skillful interlocutors; section 4 focuses on issues of inclusion and context in MSIs, speaking to the central position of civil society in helping localize the SDGs; finally, section 5 reviews several frameworks that shed light on some of the opportunities and challenges of MSIs, with insights on conditioning elements and strategies for effective partnering. For each of these thematics discussed, a short list of essential messages to consider is provided. The report concludes with a brief analysis of key takeaways from the larger literature review exercise.
Informed by the theoretical lens of critical pedagogy and employing a qualitative case study methodology, this dissertation explores the opportunities and constraints of applying elements of a Freirean emancipatory education in non-formal youth education provisions as
an instrument to promote individual and territorial transformation in communities at the margins. Drawing from qualitative and quantitative data from an entrepreneurship program supporting hundreds of youth from the favelas and peripheries of Rio de Janeiro in advancing their own projects for change, the study investigates into three central thematics concerning: the lifeworld of participants and outcomes at the individual level; project creation and community impact; and program methodology vis-a-vis the underlying dimensions of critical pedagogy and applicability lessons.
Following the systematization and linkage of theories, processes, methods, and experiences, the study findings demonstrate the program’s relevance to broader opportunity schemes in youth empowerment, youth-led community transformation, and a youth-centered emancipatory education, contributing to a better understanding of critical pedagogy as a platform of possibility for young people in poverty-stricken territories. Together, these practical tools for capacity building, protagonism and participation - which draw from youth’s social history and knowledge - provides an illustration of how young people take part in social action, exercise their agency, and promote their cultural identities, while creating new platforms to challenge exclusion and advance practices of positive social regeneration
Portuguese version available at: https://rioonwatch.org.br/?p=13958.
Portuguese version available at: https://rioonwatch.org.br/?p=11315.