- Discourse Analysis, Critical Pedagogy, Critical Discourse Studies, Jacques Derrida, Iranian Studies, Pierre Bourdieu, and 85 morePersian Literature, Vygotsky, Paulo Freire, Anthropology of Education, Persian Language, Feminist Pedagogy (Women s Studies), Iranian Modern History, Critical Media Literacy, Critical Theory, Teaching English as a Second Language, Adult Education, Critical Race Theory, Youth Culture, Urban Education, Subaltern Studies, Subalternity, Subaltern Agency, Bell Hooks, Feminist Pedagogy, Gloria Anzaldua, Chicana Feminist Theory, Feminist Theory, Third World Feminisms, Domestic workers, Africana political philosophy, Gender and Sexuality, Race and Racism, Intersectionality and Social Inequality, Hamid Dabashi, Talal Asad, Freirean pedagogy, Dialogism, Education and Development, Post-Development Theory, Development Theories And Policies, Policy Analysis/Policy Studies, Development Studies, Globalization, Education, Culture, Semiotics, Reading, Literacy, Language Education, Multicultural Education, Digital Literature, Postcolonial Theory, Colonial Discourse, Migration, Latin American literature, Latin American History, South Asian Literature, South Asian History, Corpus Linguistics, Second Language Pedagogy, English for Specific/academic purposes, Syllabus Design, Language Assessment, Learner Autonomy, Migrant Education, Equity and Social Justice in Higher Education, African Studies, International Development, Border Studies, Refugee Studies, Pedagogy, Postcolonial Feminism, Transnational migration, Diversity & Inclusion, Borderlands Studies, Decolonial Thought, Orientalism, Refugee Education, Social Reconstructionism/Pedagogy of the oppressed, Critical Spatial Analysis, Thirld World Feminism, Subaltern pedagogy, Anibal Quijano, World Systems Analysis, Anthropology, Cultural Studies, Social Sciences, Gender Studies, Human Rights, Research Methodology, and Frantz Fanon and Africaedit
- My research interests are in nonformal education in the Middle East region, refugee and migrant education, and critic... moreMy research interests are in nonformal education in the Middle East region, refugee and migrant education, and critical theories. I utilize decolonizing and critical praxis and engage in activist-oriented research with non-governmental organizations especially as it relates to EFL education and decolonizing and community-led research. I have focused on refugee and migrant populations’ ways of knowing and how that intersects with EFL education. My research and teaching, critical in their orientation toward attempts to work for social justice, stem from my experiences as an educator in the United States and in the Middle East. I was a Fulbright scholar in Amman, Jordan in AY 2018-2019 and have completed fieldwork in Lebanon, Turkey, and Iran as well. My teaching role includes Foundations of Education and Diversity in Education for Utah State University.edit
The purpose of this course is to introduce graduate students to the study of the school as a social institution. We will consider the philosophical, historical, social, theoretical and global/cultural context and implications of issues... more
The purpose of this course is to introduce graduate students to the study of the school as a social institution. We will consider the philosophical, historical, social, theoretical and global/cultural context and implications of issues germane to schools and schooling in the United States. It is my hope that this study will improve students' ability to understand and engage thoughtfully and effectively in schooling today-both as practitioners and scholars.
Research Interests:
In this course, we will begin a journey of understanding who we are, our positionality, within the concept of diversity in education. To accomplish this, we will engage with various social theories of education (de/post/colonial,... more
In this course, we will begin a journey of understanding who we are, our positionality, within the concept of diversity in education. To accomplish this, we will engage with various social theories of education (de/post/colonial, indigenous, feminist and others) that will allow us to examine Western epistemology in order to reflect in the ways we experience and view the world. These different theories will facilitate an examination of the complexity, contradictions and ambiguities of engaging and collaborating with diverse communities/families/children in local and global communities. Our current socio-political context requires that we (un)learn how to work with and for diverse communities and families. We (un)learn by (re)examining our own values, culture, and positionality in our communities. Making the familiar (our way of being/thinking) unfamiliar, we can appreciate and learn the multidimensional ways that different communities and families function. It is perhaps in this way that we are inspired and compelled to acknowledge other ways of existing and being. Through this journey, we can open up to the possibility of listening to the silenced, marginalized and oppressed voices and bodies in our local/global communities and classrooms. Through this critical praxis, we chart a path to (re)construct solidarity and create liberatory practices and spaces in our own work with communities, families and students.
Research Interests:
Research Interests:
Drawing on a rich variety of participatory action research methods including ethnographic observation, artefact collection, focus groups, and interviews, this volume explores the transformational potential of development programs which... more
Drawing on a rich variety of participatory action research methods including ethnographic observation, artefact collection, focus groups, and interviews, this volume explores the transformational potential of development programs which actively involve marginalized groups. Foregrounding the experiences of women migrant workers in Beirut, the text reveals how direct participation in NGO-led, community programs and education empowers women to create counter-cultural communities and spaces for learning and activism. The text ultimately combines aspects of critical pedagogy, spatial analysis, and Third World feminisms to propose a critical subaltern praxis for research, development, and teaching. It will appeal to scholars and researchers with interests in research methods in education, migration, equality and human rights and the anthropology of education.
Research Interests: Critical Theory, Education, Participatory Research, Social and Cultural Anthropology, Paulo Freire, and 10 moreMiddle East Anthropology, Middle Eastern Studies, Subaltern Studies, Grassroots Movements, Anti racism, English as a Foreign Language (EFL), Migrant Domestic Workers, Grassroots Activism, International Development Studies, and Critical Transnational Feminist & Race Studies
This article examines the functionality and ideological underpinnings of an NGO system in Beirut, Lebanon. This grassroots NGO, in partnership with the Migrant Community Center and migrant domestic workers from African and Southeast Asian... more
This article examines the functionality and ideological underpinnings of an NGO system in Beirut, Lebanon. This grassroots NGO, in partnership with the Migrant Community Center and migrant domestic workers from African and Southeast Asian countries, creates an educational space that is both transformative and libratory. This activist space is informed by an anti-racist and feminist ideology. Based on the narratives of this system’s stakeholders, I forward a subaltern praxis, a transformative model for the development sector informed by Vygotsky’s constructivist frameworks and Freirean ideology.
Research Interests: Sociology, Praxis, Critical Pedagogy, Paulo Freire, Social Justice, and 15 moreLebanon, Multicultural Education, Qualitative Research, Communities of practice, Feminism and Social Justice, Scaffolding, Grassroots Movements, MENA region, Migrant Domestic Workers, Antiracist Education, Place Based Education, NGO management, Role of NGO in promoting education, Communities of Practice, and Dark Funds of Knowledge
Research Interests: Critical Theory, Sociology, Participatory Action Research, Critical Pedagogy, Paulo Freire, and 8 moreNon-Governmental Organizations (NGOs), Migrant Domestic Workers, Transformative Education, Anthropology and Education, Liberatory Pedagogy, Freirean pedagogy, Female Migrant Domestic Workers, and Revolutionary Education
Given the ever-increasing migration in today’s globalizing world and the pervasive xenophobic behaviors and attitudes of some U.S. school stakeholders toward vulnerable groups such as refugees, migrants and asylum seekers, I argue for a... more
Given the ever-increasing migration in today’s globalizing world and the pervasive xenophobic behaviors and attitudes of some U.S. school stakeholders toward vulnerable groups such as refugees, migrants and asylum seekers, I argue for a paradigm shift in the theorizing of educational pedagogy. Based on my qualitative study conducted in Lebanon that examines the lived experiences of African women as border-crossers who migrated to Beirut for economic reasons, I forward a subaltern pedagogy. Three critical theoretical frameworks inform this pedagogical shift: critical pedagogy, post/decolonial thought, and a critical spatial analysis. The latter idea in particular situates marginalized, subaltern groups in their liminal context and takes into account how the space one inhabits impacts their social, cultural and economic worlds, thereby affecting their life and learning trajectory.
Research Interests: Critical Theory, Border Studies, Refugee Studies, Critical Pedagogy, Paulo Freire, and 12 morePostcolonial Feminism, Postcolonial Theory, Transnational migration, Borderlands Studies, Subaltern Studies, Decolonial Thought, Orientalism, Refugee Education, Transnational Migration, Critical Spatial Analysis, Thirld World Feminism, and Subaltern pedagogy
Research Interests:
This article examines the functionality and ideological underpinnings of an NGO system in Beirut, Lebanon. This grassroots NGO, in partnership with the Migrant Community Center and migrant domestic workers from African and Southeast Asian... more
This article examines the functionality and ideological underpinnings of an NGO system in Beirut, Lebanon. This grassroots NGO, in partnership with the Migrant Community Center and migrant domestic workers from African and Southeast Asian countries, creates an educational space that is both transformative and libratory. This activist space is informed by an antiracist and feminist ideology. Based on the narratives of this system's stakeholders, I forward a subaltern praxis, a transformative model for the development sector informed by Vygotsky's constructivist frameworks and Freirean ideology.
Research Interests: Critical Pedagogy, Paulo Freire, Social Justice, Lebanon, Qualitative Research, and 15 moreCommunities of practice, NGOs (Anthropology), Feminism and Social Justice, Vygotsky's Sociocultural Theory, Scaffolding, Grassroots Movements, Postcolonial Theory/Subaltern Studies, MENA region, Migrant Domestic Workers, Place-Based Education, Voluntourism, Antiracist Education, NGO management, Role of NGO in promoting education, and Dark Funds of Knowledge
This article is based on a three-month ethnographic study conducted in a non-governmental organization (NGO) in Beirut, Lebanon. This particular NGO, in conjunction with other organizations, provides educational opportunities for migrant... more
This article is based on a three-month ethnographic study conducted in a non-governmental organization (NGO) in Beirut, Lebanon. This particular NGO, in conjunction with other organizations, provides educational opportunities for migrant domestic workers: adult language classes for learning English and French. The volunteer teachers have no pedagogical or instructional training, and often no previous teaching experience. By way of participant observation and in-depth interviews, I examine the narratives of volunteer teachers who describe a Freirean pedagogical position that is also evident in their teaching practices. I assert that a Freirean model for NGO functionality can bring about liberatory and transformative education and a successful NGO structure.
Research Interests: Critical Theory, Participatory Action Research, Critical Pedagogy, Paulo Freire, Non-Governmental Organizations (NGOs), and 7 moreMigrant Domestic Workers, Transformative Education, Anthropology and Education, Liberatory Pedagogy, Freirean pedagogy, Female Migrant Domestic Workers, and Revolutionary Education
Given the ever-increasing migration in today's globalizing world and the pervasive xenophobic behaviors and attitudes of some U.S. school stakeholders toward vulnerable groups such as refugees, migrants and asylum seekers, I argue for a... more
Given the ever-increasing migration in today's globalizing world and the pervasive xenophobic behaviors and attitudes of some U.S. school stakeholders toward vulnerable groups such as refugees, migrants and asylum seekers, I argue for a paradigm shift in the theorizing of educational pedagogy. Based on my qualitative study conducted in Lebanon that examines the lived experiences of African women as border-crossers who migrated to Beirut for economic reasons, I forward a subaltern pedagogy. Three critical theoretical frameworks inform this pedagogical shift: critical pedagogy, post/ decolonial thought, and a critical spatial analysis. The latter idea in particular situates marginalized, subaltern groups in their liminal context and takes into account how the space one inhabits impacts their social, cultural and economic worlds, thereby affecting their life and learning trajectory.
Research Interests: Critical Theory, International Development, Border Studies, Refugee Studies, Race and Racism, and 17 moreCritical Pedagogy, Paulo Freire, Pedagogy, Multicultural Education, Postcolonial Feminism, Postcolonial Theory, Transnational migration, Diversity & Inclusion, Borderlands Studies, Subaltern Studies, Decolonial Thought, Orientalism, Refugee Education, Social Reconstructionism/Pedagogy of the oppressed, Critical Spatial Analysis, Thirld World Feminism, and Subaltern pedagogy
The delivery of English as a Foreign Language (EFL) courses in developing countries has been viewed by some as a form of empire building (Pennycook, 1994) to fulfill a capitalist agenda and to promote “political, commercial, and cultural... more
The delivery of English as a Foreign Language (EFL) courses in developing countries has been viewed by some as a form of empire building (Pennycook, 1994) to fulfill a capitalist agenda and to promote “political, commercial, and cultural advantage from the world-wide use of English” by Western countries (The British Council, p. 149). My chapter discusses the teaching and learning of English by taking a critical look at the frequently omitted voices in an NGO setting so as to get a clear picture of the multiple and often conflicting roles English plays in multilingual and non-English speaking contexts. My ethnographic study examines the motivations of African domestic workers for learning English at a Beirut, Lebanon NGO. I forward findings that show that migrant workers perceive the learning of English as a tool for advocacy and activism and as a tool for economic advancement when they repatriate back to their home countries. Implications of this study suggest that the EFL enterprise within the development sector should seek the "voices of the knowers" (Wimpenny, 2010, p. 91) so as to provide a more contextualized and responsive educational experience for migrant populations, asylum seekers, and refugees.
Research Interests: Critical Theory, Education, Critical Discourse Studies, Teaching English as a Second Language, Adult Education, and 24 moreMiddle East Studies, Race and Racism, Critical Pedagogy, Comparative & International Education, Migration Studies, Teaching English As A Foreign Language, Domestic workers, Anthropology of Education, Education and Development, Racial and ethnic discrimination, Comparative Education, Subaltern Studies, Edward Said, Anti-Racism, Orientalism, Migrant Domestic Workers, International domestic workers, Voluntourism, Voluntourism Development, Migrant Education, Equity and Social Justice, Anti-racism education, Human Rights of Women Migrant Worker, and International Migrant Domestic Workers
This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning... more
This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal.
They include"
-Its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning;
-Its inclusion of the experiences of students and educators in both core and non-core English-speaking countries; and,
-Its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East,
Asia, and the Americas.
Of particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as
an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find
value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom
Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusing on presenting research experiences that
adopt several epistemological and theoretical approaches, the book provides teachers of research with a great tool to examine varied applications of qualitative methods, data collection, and analytic techniques. Thus it could also be used for courses in Field Research and Qualitative Methods.
They include"
-Its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning;
-Its inclusion of the experiences of students and educators in both core and non-core English-speaking countries; and,
-Its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East,
Asia, and the Americas.
Of particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as
an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find
value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom
Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusing on presenting research experiences that
adopt several epistemological and theoretical approaches, the book provides teachers of research with a great tool to examine varied applications of qualitative methods, data collection, and analytic techniques. Thus it could also be used for courses in Field Research and Qualitative Methods.
Research Interests: Critical Theory, International Development, Critical Pedagogy, Urban Education, Comparative & International Education, and 8 moreCritical Race Theory, Non-Governmental Organizations (NGOs), Subalternity, Subaltern Agency, Critical sociolinguistics, NGOs (Anthropology), Orientalism, Role of NGO in promoting education, and Anthropology and Education
Research Interests: Teaching English as a Second Language, Second Language Acquisition, English as the World's Language, Globalization, Sociolinguistics, and 11 moreCritical Pedagogy, Learning and Teaching, Paulo Freire, Teaching English As A Foreign Language, Global education, English as an International Language, English language teaching, Teaching English to Adults, Teaching English as a foreign language (TEFL), English As a Second Language (ESL), and Global Social Justice and Education
Drawing on a rich variety of participatory action research methods including ethnographic observation, artefact collection, focus groups, and interviews, this volume explores the transformational potential of development programs which... more
Drawing on a rich variety of participatory action research methods including ethnographic observation, artefact collection, focus groups, and interviews, this volume explores the transformational potential of development programs which actively involve marginalized groups. Foregrounding the experiences of women migrant workers in Beirut, the text reveals how direct participation in NGO-led, community programs and education empowers women to create counter-cultural communities and spaces for learning and activism. The text ultimately combines aspects of critical pedagogy, spatial analysis, and Third World feminisms to propose a critical subaltern praxis for research, development, and teaching. It will appeal to scholars and researchers with interests in research methods in education, migration, equality and human rights and the anthropology of education.
Research Interests: Critical Theory, Education, Participatory Research, Social and Cultural Anthropology, Paulo Freire, and 10 moreMiddle East Anthropology, Middle Eastern Studies, Subaltern Studies, Anti-Racism, Grassroots Movements, English as a Foreign Language (EFL), Migrant Domestic Workers, Grassroots Activism, International Development Studies, and Critical Transnational Feminist & Race Studies
This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning... more
This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include
- its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning
- its inclusion of the experiences of students and educators in both core and non-core English-speaking countries
- its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the Americas
- its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning
- its inclusion of the experiences of students and educators in both core and non-core English-speaking countries
- its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the Americas
Research Interests:
This book is dedicated to bringing the stories of English language educators and learners to the forefront in discussions about global English. It is written for researchers, teachers, and students in the area of language education who... more
This book is dedicated to bringing the stories of English language educators and learners to the forefront in discussions about global English. It is written for researchers, teachers, and students in the area of language education who are concerned about the increasing impact English is having on the lives of ordinary people around the world. Rather than a sweeping narrative about the growing number of English users, it focuses on the everyday experiences of real English language teachers and learners in
public school classrooms, refugee camps, and community centers across the globe. At a time when selling English learning texts and assessments is a multimillion dollar industry, and when top-down language policies and curriculums are the norm, our view is that for too long, local perspectives and local knowledge have been ignored in the research on which language policies and language curriculum are based.
public school classrooms, refugee camps, and community centers across the globe. At a time when selling English learning texts and assessments is a multimillion dollar industry, and when top-down language policies and curriculums are the norm, our view is that for too long, local perspectives and local knowledge have been ignored in the research on which language policies and language curriculum are based.
Research Interests:
Review of the book How Girls Achieve by Sally A. Nuamah.