Resume

• 2007

  Design and Applied Arts

  Helwan University Cairo

  Master of Arts - MA

  Art Teacher Education

  The University of New Mexico

  Where is my $500

  000?: The Wage Gap

  Women

  and Work

  Reading and Social Studies

  Educational Research

  Life Journey

  Elements of Teaching

  Teaching and Learning Social Studies

  Teaching in Culturally and Linguistically Diverse Classrooms

  Women and Society

  Science and Social Studies as Continious Inquiry

  Thesis

  Perspectives on Sex & Gender in Education

  Instruction and Curriculum

  Educational Issues: Contemporary and Historical Perspectives

• 2005

  Doctor of Philosophy - PhD

  Educational Thought and Socio-cultural Studies

  The University of New Mexico

• Curriculum Development

  Teaching

  Research

  Planning

  University Teaching

  Art

  Community Outreach

  Qualitative Research

  Data Analysis

  Identity Doesn't Form in a Vacuum: Deconstructing the Role of Hegemony in the Identity Formation of Marginalized People.

  In a post-9/11 world

  Muslims and Muslim-looking individuals are perceived as a homogenous group characterized as violent

  oppressive

  and barbaric. Conflating Islam with negative traits both corroborates and instigates the dominant hegemonic forces

  which serve as the filter through which and the context within which identities are formed. In order to destabilize these hegemonic beliefs

  this paper builds upon James Paul Gee’s (2001) identity theory

  specifically what he terms “new capitalism.” This review finds Gee’s identity theory particularly salient in the current political moment in which Muslims and Muslim-looking individuals feel rejected and Othered in the United States. However

  some short-comings were identified. To address them

  other scholars such as Jasmine Zine and bell hooks are drawn into the conversation

  and a new addition to Gee’s theory is suggested – that of hegemonic perspective

  or H-Identity. Through greater focus on and isolation of the hegemonic forces which undergird identity formation

  scholars will be better equipped to evaluate the impact of hegemony on religiously diverse individuals and minority groups. Further research on the role of hegemony in the construction of identity among minorities targeted by hegemonic forces is needed. This review may be useful in diverse psychological

  political

  or educational settings.

  Identity Doesn't Form in a Vacuum: Deconstructing the Role of Hegemony in the Identity Formation of Marginalized People.

  \"In a time of growing global White Supremacy and mounting hostility against Muslims and other minorities

  it is crucial to rethink Paulo Freire’s emancipatory pedagogy. This book builds on Pedagogy of the Oppressed and introduces an original dialectical framework to help teachers unlock the secrets behind the damaging dialectic and improve their curriculum and instruction of 9/11

  the War on Terror

  and Muslims.\" —Ricky Lee Allen

  Associate Professor of Language

  Literacy & Sociocultural Studies

  University of New Mexico\n\n\"This powerful book proposes an original dialectical pedagogy that can work past misrepresentations and caricatures in curriculum and the media to include the voices of students. Elbih grounds her urgent practical recommendations for educators in her own empirical investigation

  as well as in a crucial political and historical contextualization of Islamophobia that has been missing until now in the field of education. Theoretically astute and comprehensively researched

  Dialectics of 9/11 and the War on Terror is necessary reading for all teachers

  scholars

  and cultural workers committed to supporting Muslim American students in these difficult times.\" —Noah De Lissovoy

  Associate Professor of Cultural Studies in Education

  University of Texas at Austin\n\n\"This book provides timely qualitative research on how the impact of 9/11 and the ongoing ‘War on Terror’ has affected schooling in America. This is a thorough and engaging study of the dialectics produced by the circumstances following the 9/11 tragedy through the narratives of stakeholders—students and teachers—as well as through examining curricular bias. This is a much-needed educational intervention that will help raise awareness of the educational stakes involved in countering Islamophobia in times of war and terror.\" —Jasmin Zine

  Professor of Sociology

  Wilfrid Laurier University

  Dialectics of 9/11 and The War on Terror: Educational Responses

  ABSTRACT\nMuch of the conversation about inequality in education and society problematizes poor and minority populations

  rather than tackling systemic issues. It helps to address these issues through using a lens that exposes dominant ideology. This article examines the exclusion of scholars outside of the ideological center. It also suggests that non-dominant lenses support the process of understanding the rootof educational inequality. The article specifically examines the work of Ibn Khaldun

  a scholar who lived over 600years ago in what isnow Tunisia and who is considered the father of the social sciences.His work

  Al Muqaddimah

  introduced the concept ofasabiyahandoutlined guidelines for political wisdom

  including suggestions foraccess to education. Ibn Khaldun understood society as cyclical; allinstitutions dovetailed and influenced one another. By situating edu-cation within the rise and fall of civilizations

  one can use the micro-cosm of the classroom to evaluate the health of society at large

  particularly within the United States. Analysis of the case study of the United States based on the statements of political wisdom shows that the United States is a civilization on the brink of collapse. His work also demonstrates the importance of intellectual hybridity and valuing voices from the periphery

  including minority children in our classrooms who may grow up to become the next Ibn Khaldun.

  Investigating inequality in the U.S. school system through Ibn Khaldun’s political wisdom and the concept of asabiyah.

  Contemporary global events of the War on Terror

  the War on ISIS

  and the United States contentious relationship with Muslim societies make it crucial to teach about Islam and Muslims in school. However

  negative representations of Islam and Muslims often impede this process. Overcoming these challenges is critical for the development of compassionate and informed students who are capable of thinking critically in a complex and globalized world. This article shows the importance of addressing Muslim representation in the media

  debunks myths about Islam and Muslims

  and provides concrete classroom recommendations for teachers.

  Teaching about Islam and Muslims While Countering Cultural Misrepresentations.

  Randa

  Grand Valley State University

  University of Saint Joseph

  Allendale Michigan

  Taught courses for the Liberal Studies and Women and Gender Studies Department.

  Adjunct Assistant Professor

  Grand Valley State University

  Allendale

  Michigan

  Visiting Assistant Professor of Liberal Studies

  Grand Valley State University

  University of Saint Joseph