Areas of Expertise
Critical pedagogy, multiculturalism, popular education, Islamophobia, youth and media studies. youth, visual, and urban studies, youth, visual, and urban studies,
Ph.D., Urban Education
The Graduate Center, City University of New York, NY, 2011
The American University in Cairo, Cairo, Egypt, 1986
I specialize in teaching diversity at UNF and bring an international, immigrant and minority perspective to my teaching. My undergraduate degree was in Anthropology from the American University in Cairo, Egypt. I hold a masters degree from the University of Bath, England. I have worked in Ghana, Japan and Pakistan (where I continue research). I have a number of publications on Islamophobia in schools.
Prior to joining the faculty at UNF, I taught for two years at Hunter College in New York. I also taught in inner city New York City high schools for two decades. In this context, I taught a wide variety of subjects including Social Studies, English, Health, Advisory, Art, Special Education. My students were diverse in age, ability, ethnicity and type of school they attended. In addition to teaching I founded and ran several after-school activities (such as an activist theater club) and in-school programs (such as conflict mediation and HIV/AIDS peer education). I have also worked as a teacher mentor.
My research interests are grounded in my training in critical pedagogy and my own experiences in urban New York City classrooms. I am primarily interested in 1. Exploring issues of diversity and the ways that ideological and theoretical frameworks (in both k-12 curricula and in cultural educational spaces) work to shape the ways that we understand and consequently, treat those whom we consider to be “others.” 2. Investigating the ways that marginalized social groups experience oppression and exploring the creation of counters-stories.3. Investigating representation and ways to incorporate visual sociology into education.
I love to teach and I deeply believe that learning about how power works in schools and how different groups are positioned in society can empower teachers to change the world. My teaching is inherently interdisciplinary and draws from many different texts. I believe that teaching teachers about social justice is crucial to the struggle for real pluralism, democracy and equity.
Journal of Cultural Studies of Science Education (CCSE) Best Paper Award
Award for best paper of the year based on articles published in an international peer reviewed journal. Winner 2010.
Ellis-Bochner Autoethnography and Personal Narrative Research Award (Nominated).
Nominated for award for best published article, essay, or book chapter in Autoethnography and Personal Narrative Research. Sponsored by Society for the Study of Symbolic Interaction Affiliate of the National Communication Association. Nominated January 2011.
National Association for Multicultural Education’s Philip C. Chinn book Award
Award for innovative, outstanding work that makes major contributions the field of multicultural education. “ On being us and them: A voice from the edge” book chapter in In Ö. Sensoy and C. D. Stonebanks, [Eds.] Muslim Voices in School: Narratives of Identity and Pluralism. Winner 2010.
Outstanding Undergraduate Teaching Award finalist (UNF) 2014. Winner 2015
The Greater New York Region of the National Conference of Christians and Jews,
Human Relations Award.
Award for leadership in human relations programming and dedication to positive action aimed at improving intergroup relations among the high school students of New York City. Awarded 1996, 1997.
Co-Editor in Chief "Bold Visions in Educational Research" book series, (Sense Publishers) https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/
Founding Board Member, Werklund Foundation Centre for Youth Leadership Education, the University of Calgary.
Founding Student Advisory Board, The Paulo and Nita Freire International Project for Critical Pedagogy.
Member, National Association for Multicultural Education (NAME).
Member, American Educational Research Association (AERA).
k-12 Teaching Certifications
· New York State Teaching Certificate (High School, Social Studies), 1992
· New York City Permanent Teaching Certificate (High School, Social Studies), 1995
· New York City Provisional Teaching Certificate (High School, Social Studies),
1990 – 1995.
· Mediation Specialist, New York City, Board of Education, 1994
· HIV/AIDS Education/Condom Availability New York City, Board of Education, 1992
Publications & Presentations
Peer Reviewed Journal Articles
Ali-Khan, C. & Siry, C. (2014). Sharing seeing: Exploring photo-elicitation with children in two different cultural contexts. Teaching and Teacher Education, 37, 194-207 http://dx.doi.org/10.1016/j.tate.2013.08.004
White, J. W. & Ali-Khan, C (2013). The role of academic discourse in minority students' academic assimilation. American Secondary Education, 42(1) 24-41
Ali-Khan, C. & Siry, C. (2012). Genies and wishes. A review of Key Works in Critical Pedagogy: Joe L. Kincheloe. Cultural Studies of Science Education. 7(2), 495-503.
Ali-Khan, C. (2011). Seeing what we mean: Visual knowledge and critical epistemology. International Journal of Qualitative Studies in Education. 24(3)303-322
Siry, C., Ali-Khan, C., & Zuss, M. (2011). Cultures in the making: An examination of the ethical and methodological implications of collaborative research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(2), Art. 24
Ali-Khan, C. (2010). Sharing a disparate landscape. Cultural Studies of Science Education.
Ali-Khan, C. (2009). Go Play in Traffic: Skating, Gender and Urban context. Qualitative Inquiry. 15(6), 1084-1102. http://qix.sagepub.com/content/early/2009/04/09/1077800409333443.abstract
Ali-Khan, C. (2014). Misinformation and its discontents: Critical pedagogy and the challenges of Islamophobia. In K. Tobin and A. Shady, [Eds.], Transformations in Urban Education:
Urban Teachers and Students Working Collaboratively. Rotterdam: Sense Publishers.
Siry, C., Ali-Khan, C., & Siry, D. (2014). Political engagement as a child: Rethinking,
reseeing and reinvesting boys in political participation. In K. Tobin and A. Shady, [Eds.], Transformations in Urban Education: Urban Teachers and Students Working Collaboratively. Rotterdam: Sense Publishers.
Ali-Khan, C. (2013). Challenging Inexorability: A Journey of Critical Optimism. In Robert Lake and Tricia Kress [Eds]. We Saved the best for you: Letters of Hope, Wisdom and Imagination to 21st century Educators. New York: Teachers College Press.
Ali-Khan, C. (2011). Shaken and stirred: On coming to critical praxis. In T. Kress [Ed.], Critical Praxis Research (CPR): breathing new life into research methods for teachers. Springer Publishers.
Siry, C. & Ali-Khan, C. (2011). Writing we: Collaborative text in educational research. In C. Malott & B. Portfilio [Eds.] Critical pedagogy in the 21st century: A new generation of scholars. Connecticut: Information Age Publishing.
Ali-Khan, C. (2010). Common sense, uncommon knowledge and fighting words. In J. L. Kincheloe, C. D. Stonebanks and S. R. Steinberg [Eds.] Teaching against Islamophobia. New York: Peter Lang.
Ali-Khan, C. (2010). Invisible boys. In S. R. Steinberg, M. Kehler, and L. Cornish, [Eds.] Boy Culture: An Encyclopedia. Santa Barbara, CA: ABC-CLIO / Greenwood Publishing Group.
Almonte, C. & Ali-Khan, C. (2010). Urban boys. S. R. Steinberg, M. Kehler, and L. Cornish. [Eds.] Boy Culture: An Encyclopedia. Santa Barbara, CA: ABC-CLIO / Greenwood Publishing Group.
Sylla, A. & Ali-Khan, C. (2010). Immigration. In S. R. Steinberg, M. Kehler, and L. Cornish. [Eds.] Boy Culture: An Encyclopedia. Santa Barbara, CA: ABC-CLIO / Greenwood Publishing Group.
Ali-Khan, C. (2009). On being us and them: A voice from the edge. In Ö. Sensoy and C. D. Stonebanks, [Eds.] Muslim Voices in School: Narratives of Identity and Pluralism. Rotterdam: Sense Publishers.
Other Academic Publications
Ali-Khan, C. (Spring 2010). [Letter to the editor.] Warning Labels on Books? Rethinking Schools. Spring 2010. Vol. 24. No 3.
Siry, C. & Ali-Khan, C. (2008) [Review of the book Doyle, C. & Singh, C. (2006). Reading and
teaching Henry Giroux. London: Continuum Publishing.] Education Review, May, 2008.
Presentations and Workshops
Ali-Khan, C. 'The Martin/Davis Tragedies: Exposing the Complex Socio-Cultural Contexts of Race, Youth and Gender”. Panelist. UNF, Jacksonville, Florida. October 3, 2013
Ali-Khan, C. “Being smart!: An examination of Pakistani children’s images as generative, intercultural texts.” International Association for Intercultural Education (IAIE). Zagreb, Croatia September 17-21, 2013.
Ali-Khan, C. & Siry, C. “Now Let me show you!”: Examining Children’s Photo-elicitation Texts in Two International Contexts. American Educational Research Association (AERA). Vancouver, Canada. April 27, 2013.
Ali-Khan, C. “Oh, I hear you now!: Listening and learning through image-based projects” Association of Teacher Educators (ATE). Atlanta, GA. February 18, 2013.
Ali-Khan, C. “A bridge made of pictures. Engaging the Whole Learner through Image Based Projects: An Example from Pakistan.” Florida Association of Teacher Educators (FATE). Jacksonville, Florida. October 6, 2012.
Ali-Khan, C. & Siry, C. Exploring new languages and finding new voices: Critical possibilities in international image-based projects with children. American Educational Research Association (AERA). Vancouver, Canada. April 18, 2012.
Ali-Khan, C. & Siry, C. “Children's images and expanding worlds: Critical possibilities in international contexts.” Urban Science Education Research Seminar (USER-S), New York, November 19, 2011.
Ali-Khan, C, “Mixing it up: Bricolage in educational research.” Urban Science Education Research Seminar (USER-S), New York, April 30, 2011.
Ali-Khan, C., Siry, C., & Zuss, M. “Cultures in the making: An examination of the ethical and methodological implications of collaborative research.” Paper presented at roundtable discussion at the annual meeting of the American Educational Research Association, (AERA), New Orleans, April 8 - 12, 2011.
Ali-Khan, C. & Siry, C. “Pakistan and Luxembourg: An ethnographic image-based exploration of schoolchildren’s insights in two international contexts.” Paper presentation accepted for the Urban Ethnography in Educational Research Forum, Philadelphia, Pennsylvania. February 25 - 26, 2011.
Ali-Khan, C. "Seeing what we mean: Visual knowledge in school spaces.” Urban Science Education Research Seminar (USER-S), New York, November 20, 2010.
Ali-Khan, C. & Siry, C. “Holding hands: An examination of collaboration in research”. Paper presentation for the Urban Ethnography in Educational Research Forum, Philadelphia, Pennsylvania. February 28, 2009.
Stonebanks, C., Sensoy, Ö. & Ali-Khan, C. “Muslim Voices in School: Narratives of Identity and Pluralism.” Panel presentation for the National Association of Multicultural Educators, (NAME), Denver, Colorado. October 29, 2009.
Ali-Khan, C. “Go play in traffic.” Paper presentation.
Conference: Making Education Count. McGill University, Canada. March 15, 2008.
Ali-Khan, C. Facilitator, Graduate Center, CUNY panel.
Conference: Making Education Count. McGill University, Canada. March 15, 2008.
Ali-Khan, C. “Effective HIV prevention in adolescents.”
Designed and delivered a series of staff development workshops connecting the New York
City Department of Health HIV/AIDS information to teacher based strategies for the
prevention of adolescent infection. New York City High Schools, 1993-2009.
“Teaching about Africa, innovative approaches.” Bronx High Schools Social Studies Professional Development Conference, NY, 1997.
“Teaching the Girls Club.” 1994
“Using Pictures to Improve the School.” 1994
The Kopeyia-Ghana LA school, Ghana, Africa.
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