MembersToday, there are more than 70 registered and unofficial members of the CIES-MESIG.
MESIG Highlighted Session at CIES 2016
Members |
Ehaab D. Abdou |
Email:
[email protected]
Organization Website:
https://mcgill.academia.edu/EhaabAbdou
Institutional Affiliation/Current Positions(s):
PhD Candidate, Department of Integrated Studies in
Education, McGill University, Canada.
Research interests:
Social Studies
Citizenship Education
Extracurricular Historical Narratives
Critical Pedgogy
Historical Conciousness
Civic Engagement of Youth
Egypt
Canada and North America
Recent Publications:
Abdou, E. D. (2017). Toward Embracing Multiple Perspectives in World History Curricula: Interrogating Representations of Intercultural Exchanges Between Ancient Civilizations in Québec Textbooks. Theory & Research in Social Education, doi:10.1080/00933104.2016.1276500
Abdou, E. D. (2017). Construction(s) of the nation in Egyptian textbooks: Towards an understanding of societal conflict. In M. Bellino & J. Williams (Eds.), (Re)Constructing Memory: Education, Identity and Conflict (pp. 75–98). Rotterdam, The Netherlands: Sense Publishers. doi:10.1007/978-94-6300-860-0_4
Abdou, E. D., & Chan, W. Y. A. (2017). Analyzing Constructions of Polytheistic and Monotheistic Religious Traditions: A Critical Multicultural Approach to Textbooks in Quebec. Multicultural Perspectives, 19(1). doi:10.1080/15210960.2016.1263961
Abdou, E. D. (2016). ‘Confused by Multiple Deities, Ancient Egyptians Embraced Monotheism’: Analysing Historical Thinking and Inclusion in Egyptian History Textbooks. Journal of Curriculum Studies, 48(2), 226–251. doi:10.1080/00220272.2015.1093175
[email protected]
Organization Website:
https://mcgill.academia.edu/EhaabAbdou
Institutional Affiliation/Current Positions(s):
PhD Candidate, Department of Integrated Studies in
Education, McGill University, Canada.
Research interests:
Social Studies
Citizenship Education
Extracurricular Historical Narratives
Critical Pedgogy
Historical Conciousness
Civic Engagement of Youth
Egypt
Canada and North America
Recent Publications:
Abdou, E. D. (2017). Toward Embracing Multiple Perspectives in World History Curricula: Interrogating Representations of Intercultural Exchanges Between Ancient Civilizations in Québec Textbooks. Theory & Research in Social Education, doi:10.1080/00933104.2016.1276500
Abdou, E. D. (2017). Construction(s) of the nation in Egyptian textbooks: Towards an understanding of societal conflict. In M. Bellino & J. Williams (Eds.), (Re)Constructing Memory: Education, Identity and Conflict (pp. 75–98). Rotterdam, The Netherlands: Sense Publishers. doi:10.1007/978-94-6300-860-0_4
Abdou, E. D., & Chan, W. Y. A. (2017). Analyzing Constructions of Polytheistic and Monotheistic Religious Traditions: A Critical Multicultural Approach to Textbooks in Quebec. Multicultural Perspectives, 19(1). doi:10.1080/15210960.2016.1263961
Abdou, E. D. (2016). ‘Confused by Multiple Deities, Ancient Egyptians Embraced Monotheism’: Analysing Historical Thinking and Inclusion in Egyptian History Textbooks. Journal of Curriculum Studies, 48(2), 226–251. doi:10.1080/00220272.2015.1093175
Ms. Khadija AbdousEmail:
[email protected] Institutional Affiliation/Current Positions(s): New York University/ PhD Student in the International Education Program Research/Country interests: Privatization of Education Equality and Quality in Education Human Rights Education Education Reform in Middle East and Northern Africa Dr. Bassel AkarEmail:
[email protected] Organization Website: Academia https://ndu-lb.academia.edu/BasselAkar Institutional Affiliation/Current Positions(s): Notre Dame University - Louaize (Lebanon), Associate Professor Research/Country interests: Citizenship education, history education reform and education for refugees in the Arab region Recent Publications: Akar, B., & Albrecht, M. (2017). Influences of nationalisms on citizenship education: revealing a ‘dark side’ in Lebanon. Nations and Nationalism, n/a-n/a. doi: 10.1111/nana.12316 Akar, B. (2017). Transforming the civics curriculum in Lebanon for learning active citizenship. In J. Banks (Ed.), Citizenship education and global migration: Implications for theory, research and teaching. Washington, DC: American Educational Research Association. Akar, B. (2016). Developing a monitoring instrument to measure extracurricular and non-formal activities which promote Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). Paper commissioned for the Global Education Monitoring Report 2016, Education for people and planet: Creating sustainable futures for all. UNESCO. Retrieved from http://unesdoc.unesco.org/images/0024/002456/245613e.pdf Akar, B. (2016). Dialogic pedagogies in educational settings for active citizenship, social cohesion and peacebuilding in Lebanon. Education, Citizenship and Social Justice. doi: 10.1177/1746197915626081 Ms. Alia AmmarEmail:
[email protected] Institutional Affiliation/Current Positions(s): Drexel University / PhD Student Research/Country interests: Special Education and Reading Intervention Middle East Elisheva CohenEmail:
[email protected] Organization Website: elishevacohen.org Institutional Affiliation/Current Positions(s): University of Minnesota/Doctoral Candidate Research/Country interests: Refugee education, Jordan Yasemin Rodriguez CorzoEmail:
[email protected] Organization Website: https://www.linkedin.com/in/yasemin-rodriguez-corzo-4157b54b/ www.sesameworkshop.org Institutional Affiliation/Current Positions(s): M.A. Candidate in International Educational Development at Teachers College, Columbia University Coordinator at Sesame Workshop Research/Country interests: Refugee Education Peace Education Early Childhood Education Critical Pedagogy Play Based Learning Curriculum Teacher Eduation/Training Turkey, Middle East and Northern Africa Jason Nunzio Dorio, PhDEmail:
[email protected] Organization Website: https://ucla.academia.edu/JasonDorio Institutional Affiliation/Current Positions(s): Lecturer, Graduate School of Education and Information Studies University of California, Los Angeles (UCLA) Director of Academic Programs, UNESCO-UCLA Chair in Global Learning and Global Citizenship Education Research/Country interests: The relationships between multiple forms of citizenship education, universities, and the state in North Africa and Southwest Asia, specifically in Egypt. The connections between social movements, student activism, and university and social change; Critical pedagogy, critical theory, postcolonial theory, political sociology of education, and social justice education; Teaching and learning critical global citizenship education; Islamophobia in US academia. Recent Publications: Social Reproduction in Global Contexts. WA, UK: Emerald Group Publishing. Dorio, J.N. (in press 2017). The Revolution as a critical pedagogical event: The Perceptions of university students reimagining participatory citizenship(s) in Egypt. In Nagwa Megahed (ed.) Education During the Time of the Revolution in Egypt: Dialectics of Education in Conflict. Comparative and International Education: A Diversity of Voices Book Series. Rotterdam, the Netherlands: Sense Publishers. Dorio, J. N. (2016). The Struggle for “Bread, Freedom, and Social Justice”: (Re)Imagining Citizenship(s) and University Citizenship Education in Egypt [Dissertation]. UCLA: Education 0249. Retrieved from: http://escholarship.org/uc/item/9ht8q9v5 Torres, C.A. and Dorio, J.N. (2015). Dos and Donts of Global Citizenship Education. Adult Education and Development Edition 82/2015. http://www.dvv-international.de/en/adult-education-and-development/editions/aed-822015-global-citizenship-education/articles/the-dos-and-donts-of-global-citizenship-education/ Dr. Hana Addam El-Ghali
Email:
[email protected] Organization Website: https://www.aub.edu.lb/ifi/about/Pages/hana_elghali.aspx Institutional Affiliation/Current Positions(s): American University of Beirut - Senior Program Coordinator and Lecturer Education and Youth Policy Research Program Research/Country interests: Higher Education Refugee Education Youth Youth Unemployment Higher Education Management Higher Education Financing Recent Publications: El-Ghali, H., Baroud, M. (2017, Forthcoming). Financing tertiary education in the MENA region: the case of Lebanon, Jordan and the Kurdistan Region of Iraq. In W.J. Jacob & S. Sutin (Eds.), Global Trends in Higher Education Financing. Lumina Foundation. Mr. Ahmad ElZorkaniEmail:
[email protected] Organization Website: www.linkedin.com/in/ahmadzorkani Institutional Affiliation/Current Positions(s): The American University in Cairo/Instructor Research/Country interests: Teaching Technology Educational Reform Egypt Recent Publications: Elzorkani, A. (2017) Higher Education in Africa: Challenges for Development, Mobility and Cooperation Chapter 13 Publisher: Cambridge Scholars Publishing Dakmara GEORGESCU, PhDEmail:
[email protected] Organization Website: www.unesco.org/new/en/beirut Institutional Affiliation/Current Positions(s): UNESCO Office in Beirut, Programme Specialist (Curriculum and Teachers) Research/Country interests: Learning Curriculum Teachers Assessment Comparative Education Research Arab Region; Global Recent Publications: https://ajitha.academia.edu/DakmaraGeorgescu Lubna KayyaliEmail:
[email protected] Institutional Affiliation/Current Positions(s): Assistant Director, Teachers College, Columbia University Research/Country interests: Higher education, MENA region Asami NeiEmail:
[email protected] Institutional Affiliation/Current Positions(s): M.A. Candidate in International Educational Development at Teachers College, Columbia University Research/Country interests: Integration Refugee Education Turkey Dr. Najwan SaadaEmail:
[email protected] Organization Website: https://independent.academia.edu/NajwanSaada Institutional Affiliation/Current Positions(s): Al-Qasemi Academic College Research/Country interests: Citizenship and Multicultural Education Religion (Islamic Education) Curriculum Studies Democratic Education Social Studies Education Recent Publications: Saada, N., & Z. Gross. 2016. “Islamic Education and the Challenge of Democratic Citizenship: A Critical Perspective.” Discourse: Studies in the Cultural Politics of Education. Retrieved from http://dx.doi.org/10.1080/01596306.2016.1191011. Saada, N. (2015). Retheorizing critical and reflective religious education in public schools. The International Journal of Religion and Spirituality in Society, 5 (4), 97-108. Saada, N. (2014). The use of postcolonial theory in social studies education. Journal of International Social Studies, 4 (1). 103-113. Saada, N. (2013). Teachers’ perspectives of citizenship education in Islamic schools in Michigan. Theory & Research in Social Education, 41(2), 247-273 Saada, N. (2013). Critical reflections on values education for Arab students in Israel (in Arabic). Al-Hasad, 3. Israel: Beit-Berl Acadmic College: Arab Academic Institute for Teacher Training. Dr. Mary VayaliparampilEmail:
[email protected] Organization Website: http://sovereigntyfirst.com/about-us/ Institutional Affiliation/Current Positions(s): George Mason University, Research Scholar Research/Country interests: Education for All Education in conflict Qualitative research Participatory action research South Asia Gulf Cooperation Countries in the Middle-East Recent Publications: Vayaliparampil, M.C., (2017). Applying Participatory Action Research to Program Evaluation in Education Policy. In Iyengar R. (Ed.), South Asia Education Policy, Research and Practice. London, United Kingdom: Palgrave MacMillan. Banjo, Y., Samsor, S., Srujana S., Vayaliparampil, M., Weaver, J. (2016). An Exploratory Study: FEMA Regional Headquarters Presence and Past Disasters and Their Impact on State DHS Grants. In VanVactor J.D. (Ed.), Crisis Management: A Leadership Perspective. Hauppage, New York: Nova Publishers. |