Lobat Asadi

Lobat Asadi
The University of Texas Rio Grande Valley · Department of Teaching and Learning

Doctor of Philosophy Curriculum & Instruction

About

10
Publications
3,905
Reads
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44
Citations
Introduction
PhD, Social Science Qualitative Researcher, I have lectured in multicultural education, higher education and TESOL. I am also a narrative & digital story-teller. I focus on bringing the lived experiences of marginalized people to light and suggest arts-based educational reforms. I look to decolonial theories, diasporic and indigenous views, Anzaldúa, and documentary theater. I am also a wildlife advocate and content creator. I am a nonprofit Director of the Asiatic Cheetah Conservation Project.
Additional affiliations
August 2016 - present
Texas A&M University System
Position
  • Lecturer
Description
  • Lecturer of Foundations of Multicultural Education course in College of Education. Research Assistant to several educational projects including Texas Teacher Educational Agency, Houston Independent School District, and the benefits of art-education and art teacher retention.
November 2014 - August 2017
University of Texas at Austin
Position
  • Faculty Member
Description
  • English as a Second Language faculty teaching communications, reading and writing courses to adult learners.

Publications

Publications (10)
Chapter
Full-text available
In this telecollaboration project, engineering students enrolled in a semester-long multicultural education course at a higher education institution in Qatar engaged online with pre-service teachers simultaneously enrolled in the same course in the USA. Learning community dyads including students from both institutions were formed. Cross-cultural c...
Article
Full-text available
Given the increase of gun violence in the United States, teachers are left with the added obligation of helping students process traumatic events. The present study seeks to address the following questions: What are some ways in which students process grief through arts-based methods? What can we observe through photovoice, a community-based method...
Chapter
Full-text available
Bilingual and TESOL in-service teachers at a large public university in Texas were interviewed about their identity and any relationship to translanguaging. Semi-structured interviews and researcher observations were deconstructed through narrative inquiry (Clandinin & Connelly, 2000) to determine ideologies about monolingualism versus translanguag...
Preprint
Full-text available
A volume in Research in Curriculum and Instruction Series Editor: Cheryl J. Craig, Texas A&M University Truth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship. The book arose from a serial interpretation of five published narrative inquiri...

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