Rahat Zaidi

Rahat Zaidi
The University of Calgary | HBI · Werklund School of Education

PhD Second Language Pedagogy

About

48
Publications
12,931
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195
Citations
Introduction
Rahat Zaidi currently works at the Werklund School of Education, The University of Calgary. Rahat does research in Language Education, Teacher Education and Curriculum Theory. Her latest books include Anti-islamophobic Curriculums with Peter Lang and Literacy Lives in Transcultural Times with Routledge. Website: www.rahatzaidi.com
Additional affiliations
November 2004 - present
The University of Calgary
Position
  • Professor (Associate)

Publications

Publications (48)
Chapter
For decades, international researchers and educators have sought to understand how to address cultural and linguistic diversity in education. This book offers the keys to doing so: it brings together short biographies of thirty-six scholars, representing a wide range of universities and countries, to allow them to reflect on their own personal life...
Article
Full-text available
In response to Canada’s growing ethnic, cultural, and linguistic diversity, educators in French immersion classrooms are increasingly responding with enhanced cross-linguistic initiatives, and dual language books are promising resources in the promotion of multilingualism (Zaidi, 2020; Zaidi & Dooley, 2021). This paper details a research project we...
Article
This two-year study examined the barriers and challenges encountered by refugee parents as they negotiate their children’s successful transition into a new school system. The researchers sought to determine what can be learned from parent and educator experiences of these obstacles in order to optimize parent–teacher collaboration for refugee famil...
Preprint
This 2-year study examined the challenges and barriers that refugee families and schools encounter in their new homeland. The researchers sought to determine what can be learned from parent and educator experiences of these obstacles in order to optimize parent-teacher collaboration for refugee families. Contextualized within a LEAD (Literacy, Engl...
Article
This 2-year study examined the challenges and barriers that refugee families and schools encounter in their new homeland. The researchers sought to determine what can be learned from parent and educator experiences of these obstacles in order to optimize parent-teacher collaboration for refugee families. Contextualized within a LEAD (Literacy, Engl...
Article
ABSTRACT This study sought to determine the role pedagogical love can play in the emotional experience of (Arabic-speaking) refugee families in Calgary, Canada, as they engaged with the public education system at the Grade 4–12 level. Through a cooperative inquiry approach, based on a shared agenda and interests, the researchers used cycles of acti...
Article
Full-text available
The United States and Canada, two countries known to have large immigrant populations, have long since reflected a dichotomy where Canada is generally perceived to be a country with education policies that demonstrate its receptiveness to embrace multiculturalism in schools and classrooms while the United States seemingly functions as a country tha...
Article
Global volatility shifts the everyday realities of school life. In the culturally and linguistically diverse schools of Canada, Australia, and Europe with which we work, educators and parents seek to renew established pedagogies in response to transnational integration and disintegration, immigration, and refugee resettlement, and the cultural flux...
Article
The growing number of international students studying at Canadian universities has exacerbated the need to address identity, cultural aspects of teaching, and the commonalities of different cultures through a transcultural lens. To explore these concepts, researchers conducted a qualitative study using a workshop format at a large university in wes...
Article
This collaborative action research project in Alberta, Canada, explored how dual-language books (DLBs) can foster literacy instruction and learner engagement through language awareness. Canada’s changing demographics have resulted in mother tongue diversity and many urban schools identifying at least 25% of students as being English language learne...
Article
Islamophobia is a term used to describe society’s phobic reaction to a certain religious or ideological group. Historically, the coined word Islamophobia has been manipulated into various constructs, which pose a microcosm-macrocosm challenge for educators over whether or not the education system can act as a platform for better understanding what...
Method
Full-text available
This dossier of lesson plans contains the scope and sequence of ten lesson plans designed to show the potential application of dual language books as implemented through dual language reading strategies and translanguaging in the mainstream English Language Arts classroom in the middle years. Translanguaging is the process by which teachers and eme...
Book
Combining language research with digital, multimodal and critical literacy, this book uniquely positions issues of transcultural spaces and cosmopolitan identities across an array of contexts. Studies of everyday diasporic practices across places, spaces, and people’s stories provide authentic pictures of people living in and with diversity. Its di...
Book
Full-text available
Since patterns of immigration began taking hold, one of the primary goals of any immigrant to, or citizen of, North America has been to be accepted and to adapt to a new culture and learn to live a productive and healthy life. There are many different means by which people endeavor to accomplish this. One of these is through education, a platform t...
Article
Full-text available
Background Sociocultural theories state that learning results from people participating in contexts where social interaction is facilitated. There is a need to create such facilitated pedagogical spaces where participants can share their ways of knowing and doing. The aim of this exploratory study was to introduce pedagogical space for sociocultura...
Article
Full-text available
This paper describes a qualitative study conducted over the course of one school year in an ethnically diverse school. Aimed at exploring the conditions under which parents of low socioeconomic status (SES) immigrant-background children will engage actively with the school, we involved parents and facilitators in story-telling sessions, sharing per...
Article
Full-text available
Cross-cultural education is thought to develop critical consciousness of how unequal distributions of power and privilege affect people's health. Learners in different sociopolitical settings can join together in developing critical consciousness-awareness of power and privilege dynamics in society-by means of communication technology. The aim of t...
Article
Full-text available
Never before has the concept of peace been so vital. People are living in times of global upheaval, violence and turmoil, making it imperative that we provide our future generations with pedagogical experiences that promote a sense of well‐being and peace. Teachers, schools, education systems, and curricula offer possibly the best opportunities in...
Research
Full-text available
http://werklund.ucalgary.ca/ltct/
Article
Full-text available
This paper outlines the provincial frameworks that define the Spanish bilingual program in Alberta, Canada, provides an historical overview of its pedagogic constraints and evolution, and proposes a framework for bilingual pedagogy. The framework is conceptualized from the research evidence of three local case studies, and is based on the centralit...
Article
Full-text available
Research has determined that dual language books have a positive effect on literacy achievement, motivation, and family involvement in children’s schooling. In this study we used quantitative methods to complement the largely qualitative extant research. We analyzed the early literacy skills of 105 kindergarten children (45 comparison, 60 treatment...
Chapter
Full-text available
In light of the importance of early literacy achievement to long term academic and economic success, educators urgently need to comprehend the sociocul-tural complexities manifested in learning contexts that involve multilingual students. Dual language books (DLBs; i.e., books written in English and another language) are one tool that can be used t...
Article
Full-text available
The effectiveness of dual-language book reading in culturally and linguistically diverse classrooms is largely uncontested. Yet there are repeated calls for more research to determine how this resource can be used more broadly and effectively by teachers, especially in emergent-literacy learning contexts. In the present study we analysed culturally...
Chapter
The idea of fragmentation has transformed the living, convivial pursuit of knowledge into something akin to an industrial assembly line. Schooling in North America is inherently based on this idea, working against the spirit of pedagogy and the very nature of knowledge itself. Fragmentation has lead to practices that are easily recognizable in scho...
Chapter
The idea of fragmentation has transformed the living, convivial pursuit of knowledge into something akin to an industrial assembly line. Schooling in North America is inherently based on this idea, working against the spirit of pedagogy and the very nature of knowledge itself. Fragmentation has lead to practices that are easily recognizable in scho...
Article
Full-text available
This article addresses strategies for promoting culturally responsive pedagogy through the implementation of a language awareness curriculum that includes a structured reading intervention program using dual language books. The research builds on the premise that resources such as dual language books can give teachers the opportunity to effectively...
Article
Full-text available
This paper examines the media coverage of the murder of a young Muslim girl in Mississauga, Ontario in December 2007. We examine how that coverage moved from concerns for a terrible family event to the use of the language of Samuel Huntington’s “Clash of Civilizations.” We explore the nature of this exaggeration that occurs in times of threat and t...
Article
This paper examines the response made by the University of Calgary to changes in Alberta’s language policy in its language teacher education programme. The paper outlines recent policy changes in Alberta aimed at developing language education in schools and then examines how such changes have had an impact on planning for the delivery of education...
Article
The focus of this article is to examine the notions of language learning, heritage (referring to tradition) and ancestry (descendants & properties passed on), and cultural identification for Urdu-speaking immigrant children now living in Canada. This article provides a detailed ethnographic account of an innovative language program developed to tea...
Article
Full-text available
We explore the nature of knowledge and education and how Islamic traditions have shaped understanding of these matters. We contrast this with contemporary images of "Taliban-like" schools full of rote repetition and harsh, authoritarian literalism. Some of the history of Islamic scholarship venerates a much more generous relationship to knowing. We...
Article
Full-text available
In this paper, we contend that the term traditional education has come to be identified, for the most part, with the worst that traditions have to offer (rote memorization, authoritarianism, etc.) and that this (mis-) identification has ignored another, more thoughtful, meditative and intellectually vigorous thread that forms part of most tradition...
Research
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Projects

Projects (7)
Project
Call for Book Chapters Redirecting the Flow of Knowledge: From the Individual to the Local to the National to the International Perspective We are an international group of LRA scholars. In our LRA 2020 International Research on Literacy Teaching and Teacher Education Study Group sessions at the LRA conference in December 2020, we discussed critical language awareness, indigenous literacies, cultural awareness, culturally sustaining teaching, and implementations and corresponding teaching approaches and models. Arising from our study group discussions we are proposing an edited book, that, e.g. will address the global impact of growing cultural and linguistic diversity in the classrooms as well as in communities, and the resultant influx of languages and cultures. In addition, our publication will discuss how diversity contributes to additional complexities for educators and students alike. This book will fill in a void in this literature on international perspectives on language and cultural awareness, culturally sustaining pedagogy, and indigenous literacies. We feel certain that this publication will be of special interest to researchers and educators who investigate how multicultural and multilingual learning spaces are being reshaped internationally by migration patterns and re-envisioned in an increasingly diverse citizenry. Possible themes for the chapters include: Language awareness, cultural awareness, and culturally sustaining teaching and implementations ● Cultural awareness and its impact on the learning of K-12 students and teacher candidates ● Digital culture and its impact on learning ● The practice of culturally responsive and sustaining pedagogies across contexts and national boundaries ● Cultural awareness/responsive/sustaining pedagogies in times of crises e.g., during the recent COVID-19 ● Cultural or language awareness in curriculum and policy papers regarding education at all levels. The ABCs Model (Schmidt, 1998; Schmidt & Finkbeiner, 2006; Finkbeiner & Lazar, 2015) and Identity Texts (Cummins & Early, 2011, Zaidi & El Charr, 2020): autobiographical and biographical research ● Autobiographical and Biographical Research ● The role of literacy in writing about the self and other ● Identity and construction of self ● Multi-perspective, narrative approaches ● Developing criticality ● Implementing the ABCs and identity texts into digital learning environments ● Age and autobiographical research ● Understanding of others through self-study The variety of contributions of indigenous literacies and knowledges to support education around the globe ● How indigenous literacies are valued in multilingual countries ● How indigenous literacies are incorporated into the education system in multilingual countries. Educational innovations, interculturalism and indigenous literacies ● Language and cultural recuperation in indigenous communities ● Scholarly and practitioner perspectives from the global South that amplify indigenous voices around literacy ● Innovative research approaches with indigenous literacies and communities Guidelines and timeline Abstract: An abstract of maximum 500 words (not including references) should be submitted to the editors LRAInternationalBook@gmail.com and relate to one of the topics listed above The abstract should contain the following information: ● Name of Author(s), affiliation(s) and e-mail address(es) ● Brief description of the empirical work, including objectives, research design (context, participants, methods), overview of findings/results, and conclusions/implications. Subject line: Please write the following subject into the subject line: 2021_Proposal_Submission_InternationalStudyGroup and send it to LRAInternationalBook@gmail.com Schedule: ● Deadline for proposal submission: June 30th, 2021. ● Response, if your proposal has been accepted: end of June 2021. ● For those proposals which are accepted, the first draft of the chapter is to reach the editors by: the end of September 2021. ● Editorial comments will reach authors by the end of December 2021 ● Final drafts will need to be submitted by the end of February 2022, for onward transmission to the publishers. Chapters: ● Chapters should be around 6,000 words in length. ● The style sheet for references and bibliography will be forwarded to you once your proposal has been accepted. We look forward to hearing from you and receiving your proposal. Stay healthy! Claudia Finkbeiner & Rahat Zaidi, Zaline Roy-Campbell & Desiree Pallais, Chinwe Ikpeze & Bettina Buch **** LRA 2021 - International Research on Literacy Teaching and Teacher Education Study Group Facilitators: Claudia Finkbeiner, Bettina Buch, Rahat Zaidi, Chinwe Ikpeze, Desiree Palais-Downing, Zaline Roy-Campbell Archive: LRA 2020 - International Research on Literacy Teaching and Teacher Education Study Group Facilitators: Claudia Finkbeiner, Bettina Buch, Rahat Zaidi, Chinwe Ikpeze, Desiree Palais-Downing, Zaline Roy-Campbell The International Study Group provides a formal space for members engaging in international literacy research to come together as a community of learners and researchers. The 2020 study group will discuss promoting literacy worldwide based on research and focus on the role of cultural awareness and language awareness in teacher education internationally. We will form international collaborative teams to engage in research that will impact the literacy field and start working on collaborative joint publications. Our focus will be both on cultural and language awareness in teacher education and literacy locally, federally, nationally, and internationally. On Days 1 and 2 the presenters will initiate a discussion by sharing their research and experiences. We will identify possible themes for collaborative work from these 2 days. Day 3 participants break into working groups to develop abstracts for proposed articles and book chapters. We are looking forward to seeing you at aur study group meetings! Day 1: Perspectives on Cultural and Language Awareness in Teacher Education Culturally relevant education will frame our discussion of language awareness with regard to the situation in teacher education in Germany and Canada. We will explore how reading capital in our multilingual and globalized societies plays a central role in discussions about standards and norms in educational contexts (Finkbeiner & Schluer, 2018) and discuss the application of multifaceted approaches such as Transcultural ABCs of cultural understanding and communications (Schmidt & Finkbeiner, 2009) to promote collaborative inquiry into questions of language, culture, identity and privilege. We will invite participants to share the experiences of their countries of research. Presenters: Rahat Zaidi & Claudia Finkbeiner: Identity texts and ABCs Facilitator: Chinwe Ikpeze and Bettina Buch Wed, December 2, 11:00 to 11:45am CST (6:00 to 6:45pm CET), LRA 70th Annual Virtual Platform, LRA Room 10 Day 2: Promoting literacy worldwide based on local expertise, culture, & traditions and perspectives We will explore the extent and ways local and/or indigenous knowledge is present when designing, implementing and evaluating international collaboration efforts in literacy in countries where our community is involved. The discussion will begin with a short presentation of how literacy materials were created from indigenous research in Bolivia, Ecuador and Peru (EIBAMAZ, 2020; UNICEF, 2012).The second project will be on an international collaborative online learning project which brings together linguistically and culturally diverse prospective teachers from different campuses across the world in an elearning environment (Finkbeiner, Muchow, Rozner & Shonfeld, 2019). Presenters: Desirée Pallais-Downing, Claudia Finkbeiner Facilitator: Zaline Roy-Campbell Thu, December 3, 11:00 to 11:45am CST (6:00 to 6:45pm CET), LRA 70th Annual Virtual Platform, LRA Room 26 Day 3: Collaborative Writing of Abstracts for Publications Facilitators will summarize the major issues that emerged from the two days and the participants will break into working groups in order to form writing teams to develop abstracts for articles representing international perspectives for a special issue in the journal Language Awareness. Writing teams will be able to submit their proposal after the study group and the facilitators will arrange zoom meetings after the conference to facilitate finishing the proposals. Fri, December 4, 11:00 to 11:45 am CST (6:00 to 6:45pm CET), LRA 70th Annual Virtual Platform, LRA Room 10
Project
A collaborative action research study looking at how teachers and refugee parents can optimize communication to best meet the learning needs of their students/children, and how parental engagement can facilitate better communication between refugee parents and teachers.