Roozbeh Shirazi
Biographic Data
| ID | 649042 |
|---|---|
| NAME | Roozbeh Shirazi |
| GIVEN NAMES | Roozbeh |
| FAMILY NAME | Shirazi |
| SIGNATURE | SHIRAZI R |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0002-9134-5754 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 52 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Teaching Palestine
“Beyond Seeking Permission
In 2024, Harvard Educational Review invited scholars to submit articles for a special issue on Education and Palestine. Working with a group of six collaborators led by Zeena Zakharia, a Palestinia
Revolution” as Restoration
This article examines diasporic Iranian responses to protests sparked by the death of Jina (Mahsa) Amini in September 2022. While Amini’s death galvanized widespread dissent inside Iran, it also spurred diasporic Iranian solidarity, often expressed through the call to “be the voice” of Iranian protestors. I analyze two key practices of diasporic narration: first, framing the Woman, Life, Freedom protests as a “revolution” in social media discours…
Subverting Racialized Mobility Regimes
In France, minoritized migrant youth—a term encompassing various legal statuses and migration trajectories—are subject to systems of surveillance that include racialized policing, school securitization policies, and programs to counter extremism. These institutional practices are complemented by hostility within everyday public spaces and broader systems of representation. Together, institutional and everyday forms of surveillance constitute raci…
Introduction
This forum responds to the questions posed for the field of Asian American studies by the grassroots organizing around the category SWANA, or Southwest Asia and North Africa. The move to SWANA is significant for Asian American studies and presents questions for the field: What are the political contours of Asia and North Africa in SWANA? Is Asian American studies capacious enough to engage with SWANA diaspora studies? How has the field engaged wi…
Working with Youth Counternarratives
The lives of minoritized migrant youth are marked—although distinctly—by histories and contemporary practices of exclusion. As subjects who are refused (or refuse) recognition as members of settler-colonial or postcolonial states, these youth often contend with disaffection within the spaces where their lives unfold. Informed by a research collaboration with migrant newcomer youth in France, this article engages autobiographical histories and Ind…
“Muslims are Finally waking up”
Across the world, Muslims in non-Muslim majority countries are seen as alien humans, relegated to the margins of citizenship, permitted tenuous forms of belonging as long as they follow the “Good Muslim” script assigned to them by the majority. In the U.S., youth from Muslim American immigrant communities have awakened to, and are rejecting, this conditional citizenship. Drawing on a nation-wide qualitative study with youth from diverse Muslim im…
Why Do We Need to Know About This
Contributing to a growing body of research on acknowledging U.S. imperialism within teacher education, this article explores how knowledge production on Iran—and U.S.-Iran relations more broadly—in secondary education represents a site of what Britzman has called difficult knowledge. Here, the difficulty of classroom engagements with the theme of U.S. imperialism is highlighted in several epistemic stumbling blocks, notably notions of White epist…
Conditional hospitality and coercive concern
In this article, we explore how locally situated educational practices and policies aimed at inclusion and integration may contribute to racialised exclusion for students. Our analysis brings together two ethnographic studies of how minoritised Muslim youth navigate secondary schooling in Denmark and the US. Our cases illustrate how assumptions held by school staff toward the youth in our studies were rooted in both Islamophobic tropes and deeply…
Being late, going with the flow, always doing more
Berlant’s notion of cruel optimism refers to investments in material structures, social norms, and ideological claims of being that work against individual and collective flourishing. Analyses of school-to-work transitions suggest Jordanian youth is confronting longer periods of transition, rather than indefinitely living in times of compromised possibility. However, a focus on ameliorating transitions and ‘mismatches’ in youth skills and expecta…
Legitimate subjects
This paper is based on an ethnographic study of a progressive high school programme that privileges critical thinking amongst its students. Drawing upon feminist poststructuralist educational research, we propose an analysis of classroom discourse in order to highlight the diverse legitimation processes that enable gendered subjectivities in one high school setting. Our findings indicate that pedagogic styles alter the pattern of legitimation for…
Decentering Americanness
This qualitative study examines how notions of sociopolitical membership and belonging are constructed in conversations about cultural difference. Drawing upon nine months of participant observation, informal conversation, and interviews with transnational youth at two U.S. high schools during the 2013–2014 academic year, my analysis highlights classroom conversations in which notions of “us” and “them” are delimited. These exchanges reveal tensi…
When Schooling Becomes a Tactic of Security
The intent of this series is to generate a space for critical reflection and inquiry on a burgeoning form of sociopolitical labor of schooling, that of educating against “extremism.” In the United States’ ongoing “War on Terror” being waged across the Middle East, North and East Africa, and South Asia, formal and informal schooling have long been conscripted into efforts to mitigate extremism among “vulnerable” youth populations. More recently, t…
Concluding Our Invited Essay Series
Concluding Our Invited Essay Series: “Critical Engagements with the Politics of ‘Extremism’ and Schooling”." Diaspora, Indigenous, and Minority Education, 11(3), p. 109
Our Invited Essay Series
This issue of Diaspora, Indigenous, and Minority Education features two essays responding to Adeela Arshad-Ayaz and M. Ayaz Naseem'’s lead article for this series, “Creating “Invited” Spaces for Counter-Radicalization and Counter-Extremism Education.” Drawing upon metaphor and empirical research, these essays impart important theoretical tools for scholars who work on questions of migration, social justice, belonging, and security in education
Between hosts and guests
This article utilizes the idea of hospitality to explore how educative practices contribute to the making of citizens at Light Falls High School (LHS), a suburban American secondary school that professes a strong commitment to racial equity and global awareness. The data are derived from an ethnographic case study which took place in 2013-2014. I primarily draw upon the classroom experiences and narratives of transnational youth - those with soci…
How Much of This Is New? Thoughts on How We Got Here, Solidarity, and Research in the Current Moment
This article offers three meditations on the 2016 election of Donald Trump for consideration by the readers of Anthropology & Education Quarterly: first, to query what is "new" about this political era; second, to draw attention to the performance of political opposition and violences of solidarity; third, to document my own navigations of the political present as a researcher and educator with thoughts for others who work with or are marked as "…
These boys are wild
In Jordan, gender equality is often depicted as an important social concern in policy texts, national media, and reports by international development institutions. In these reports, 'gender' is often synonymous with 'women', and efforts are directed to improving parity in social and economic outcomes. This article argues that males are often overlooked or invisible in such accounts, and are more readily visible as obstacles to gender equality or …
The Pedagogy of Visibility
This article highlights how a community-organized language school that teaches Persian serves as a site of diasporic cultural production. Specifically, I examine how the school serves as a site to teach the Persian language, delimit cultural meanings, and facilitate a sense of belonging and community membership among a diverse group of parents and children. This study also endeavors to situate the views of parents, teachers, and students in this …
Good Iranian, Bad Iranian
This article analyzes the ways in which Iran and Iranians are represented in Western news media sources. Through detailed textual analysis of articles in Time and Newsweek between 1998 and 2009, it demonstrates that journalistic representations of Iran and Iranians are not simply efforts aimed at describing the real Iran, but rather form the basis of what Said refers to as a powerful “community of interpretation” that often reflects and reproduce…
Performing the ‘Knights of Change’
Through educational campaigns and partnerships with the international community, the Jordanian government has indicated a desire to create a more loyal, democratic, and self-enterprising citizenry. While the participation of girls in public life is encouraged by the Jordanian regime and valorised by the international community, little effort is made to ensure and understand the participation of boys in such spaces, and what this participation pro…
When projects of ‘empowerment’ don’t liberate
By juxtaposing male secondary student and teacher classroom practices with a postcolonial analysis of the structural and discursive forces that characterize education reform in Jordan, this study draws attention to the ways that authoritarian regimes may coopt peace education language and concepts, such as ‘dialogue’ and ‘empowerment’, to create a democratic veneer for neoliberal educational projects. Jordanian (along with other Arab and Muslim) …
Islamic Education in Afghanistan
Islamic Education in Afghanistan Revisiting the United States’ Role Roozbeh Shirazi (bio) What was more important in the view of world history? The possible creation of an armed, radical Islamic movement, or the fall of the Soviet empire? A few stirred-up Muslims or the liberation of Central Europe and the end of the Cold War? —Zbigniew Brzenzinski, President Carter’s National Security Advisor1 Just as we succeeded in imbuing Japan and Germany wi…
Between hosts and guests
This article utilizes the idea of hospitality to explore how educative practices contribute to the making of citizens at Light Falls High School (LHS), a suburban American secondary school that professes a strong commitment to racial equity and global awareness. The data are derived from an ethnographic case study which took place in 2013-2014. I primarily draw upon the classroom experiences and narratives of transnational youth - those with soci…
When projects of ‘empowerment’ don’t liberate
By juxtaposing male secondary student and teacher classroom practices with a postcolonial analysis of the structural and discursive forces that characterize education reform in Jordan, this study draws attention to the ways that authoritarian regimes may coopt peace education language and concepts, such as ‘dialogue’ and ‘empowerment’, to create a democratic veneer for neoliberal educational projects. Jordanian (along with other Arab and Muslim) …
Good Iranian, Bad Iranian
This article analyzes the ways in which Iran and Iranians are represented in Western news media sources. Through detailed textual analysis of articles in Time and Newsweek between 1998 and 2009, it demonstrates that journalistic representations of Iran and Iranians are not simply efforts aimed at describing the real Iran, but rather form the basis of what Said refers to as a powerful “community of interpretation” that often reflects and reproduce…
Conditional hospitality and coercive concern
In this article, we explore how locally situated educational practices and policies aimed at inclusion and integration may contribute to racialised exclusion for students. Our analysis brings together two ethnographic studies of how minoritised Muslim youth navigate secondary schooling in Denmark and the US. Our cases illustrate how assumptions held by school staff toward the youth in our studies were rooted in both Islamophobic tropes and deeply…
When Schooling Becomes a Tactic of Security
The intent of this series is to generate a space for critical reflection and inquiry on a burgeoning form of sociopolitical labor of schooling, that of educating against “extremism.” In the United States’ ongoing “War on Terror” being waged across the Middle East, North and East Africa, and South Asia, formal and informal schooling have long been conscripted into efforts to mitigate extremism among “vulnerable” youth populations. More recently, t…
The Pedagogy of Visibility
This article highlights how a community-organized language school that teaches Persian serves as a site of diasporic cultural production. Specifically, I examine how the school serves as a site to teach the Persian language, delimit cultural meanings, and facilitate a sense of belonging and community membership among a diverse group of parents and children. This study also endeavors to situate the views of parents, teachers, and students in this …
Performing the ‘Knights of Change’
Through educational campaigns and partnerships with the international community, the Jordanian government has indicated a desire to create a more loyal, democratic, and self-enterprising citizenry. While the participation of girls in public life is encouraged by the Jordanian regime and valorised by the international community, little effort is made to ensure and understand the participation of boys in such spaces, and what this participation pro…
Decentering Americanness
This qualitative study examines how notions of sociopolitical membership and belonging are constructed in conversations about cultural difference. Drawing upon nine months of participant observation, informal conversation, and interviews with transnational youth at two U.S. high schools during the 2013–2014 academic year, my analysis highlights classroom conversations in which notions of “us” and “them” are delimited. These exchanges reveal tensi…
These boys are wild
In Jordan, gender equality is often depicted as an important social concern in policy texts, national media, and reports by international development institutions. In these reports, 'gender' is often synonymous with 'women', and efforts are directed to improving parity in social and economic outcomes. This article argues that males are often overlooked or invisible in such accounts, and are more readily visible as obstacles to gender equality or …
Introduction
This forum responds to the questions posed for the field of Asian American studies by the grassroots organizing around the category SWANA, or Southwest Asia and North Africa. The move to SWANA is significant for Asian American studies and presents questions for the field: What are the political contours of Asia and North Africa in SWANA? Is Asian American studies capacious enough to engage with SWANA diaspora studies? How has the field engaged wi…
Islamic Education in Afghanistan
Islamic Education in Afghanistan Revisiting the United States’ Role Roozbeh Shirazi (bio) What was more important in the view of world history? The possible creation of an armed, radical Islamic movement, or the fall of the Soviet empire? A few stirred-up Muslims or the liberation of Central Europe and the end of the Cold War? —Zbigniew Brzenzinski, President Carter’s National Security Advisor1 Just as we succeeded in imbuing Japan and Germany wi…
When projects of ‘empowerment’ don’t liberate
By juxtaposing male secondary student and teacher classroom practices with a postcolonial analysis of the structural and discursive forces that characterize education reform in Jordan, this study draws attention to the ways that authoritarian regimes may coopt peace education language and concepts, such as ‘dialogue’ and ‘empowerment’, to create a democratic veneer for neoliberal educational projects. Jordanian (along with other Arab and Muslim) …
Performing the ‘Knights of Change’
Through educational campaigns and partnerships with the international community, the Jordanian government has indicated a desire to create a more loyal, democratic, and self-enterprising citizenry. While the participation of girls in public life is encouraged by the Jordanian regime and valorised by the international community, little effort is made to ensure and understand the participation of boys in such spaces, and what this participation pro…
Good Iranian, Bad Iranian
This article analyzes the ways in which Iran and Iranians are represented in Western news media sources. Through detailed textual analysis of articles in Time and Newsweek between 1998 and 2009, it demonstrates that journalistic representations of Iran and Iranians are not simply efforts aimed at describing the real Iran, but rather form the basis of what Said refers to as a powerful “community of interpretation” that often reflects and reproduce…
The Pedagogy of Visibility
This article highlights how a community-organized language school that teaches Persian serves as a site of diasporic cultural production. Specifically, I examine how the school serves as a site to teach the Persian language, delimit cultural meanings, and facilitate a sense of belonging and community membership among a diverse group of parents and children. This study also endeavors to situate the views of parents, teachers, and students in this …
These boys are wild
In Jordan, gender equality is often depicted as an important social concern in policy texts, national media, and reports by international development institutions. In these reports, 'gender' is often synonymous with 'women', and efforts are directed to improving parity in social and economic outcomes. This article argues that males are often overlooked or invisible in such accounts, and are more readily visible as obstacles to gender equality or …
When Schooling Becomes a Tactic of Security
The intent of this series is to generate a space for critical reflection and inquiry on a burgeoning form of sociopolitical labor of schooling, that of educating against “extremism.” In the United States’ ongoing “War on Terror” being waged across the Middle East, North and East Africa, and South Asia, formal and informal schooling have long been conscripted into efforts to mitigate extremism among “vulnerable” youth populations. More recently, t…
Concluding Our Invited Essay Series
Concluding Our Invited Essay Series: “Critical Engagements with the Politics of ‘Extremism’ and Schooling”." Diaspora, Indigenous, and Minority Education, 11(3), p. 109
Our Invited Essay Series
This issue of Diaspora, Indigenous, and Minority Education features two essays responding to Adeela Arshad-Ayaz and M. Ayaz Naseem'’s lead article for this series, “Creating “Invited” Spaces for Counter-Radicalization and Counter-Extremism Education.” Drawing upon metaphor and empirical research, these essays impart important theoretical tools for scholars who work on questions of migration, social justice, belonging, and security in education
Between hosts and guests
This article utilizes the idea of hospitality to explore how educative practices contribute to the making of citizens at Light Falls High School (LHS), a suburban American secondary school that professes a strong commitment to racial equity and global awareness. The data are derived from an ethnographic case study which took place in 2013-2014. I primarily draw upon the classroom experiences and narratives of transnational youth - those with soci…
How Much of This Is New? Thoughts on How We Got Here, Solidarity, and Research in the Current Moment
This article offers three meditations on the 2016 election of Donald Trump for consideration by the readers of Anthropology & Education Quarterly: first, to query what is "new" about this political era; second, to draw attention to the performance of political opposition and violences of solidarity; third, to document my own navigations of the political present as a researcher and educator with thoughts for others who work with or are marked as "…
Decentering Americanness
This qualitative study examines how notions of sociopolitical membership and belonging are constructed in conversations about cultural difference. Drawing upon nine months of participant observation, informal conversation, and interviews with transnational youth at two U.S. high schools during the 2013–2014 academic year, my analysis highlights classroom conversations in which notions of “us” and “them” are delimited. These exchanges reveal tensi…
Being late, going with the flow, always doing more
Berlant’s notion of cruel optimism refers to investments in material structures, social norms, and ideological claims of being that work against individual and collective flourishing. Analyses of school-to-work transitions suggest Jordanian youth is confronting longer periods of transition, rather than indefinitely living in times of compromised possibility. However, a focus on ameliorating transitions and ‘mismatches’ in youth skills and expecta…
Legitimate subjects
This paper is based on an ethnographic study of a progressive high school programme that privileges critical thinking amongst its students. Drawing upon feminist poststructuralist educational research, we propose an analysis of classroom discourse in order to highlight the diverse legitimation processes that enable gendered subjectivities in one high school setting. Our findings indicate that pedagogic styles alter the pattern of legitimation for…
Conditional hospitality and coercive concern
In this article, we explore how locally situated educational practices and policies aimed at inclusion and integration may contribute to racialised exclusion for students. Our analysis brings together two ethnographic studies of how minoritised Muslim youth navigate secondary schooling in Denmark and the US. Our cases illustrate how assumptions held by school staff toward the youth in our studies were rooted in both Islamophobic tropes and deeply…
Working with Youth Counternarratives
The lives of minoritized migrant youth are marked—although distinctly—by histories and contemporary practices of exclusion. As subjects who are refused (or refuse) recognition as members of settler-colonial or postcolonial states, these youth often contend with disaffection within the spaces where their lives unfold. Informed by a research collaboration with migrant newcomer youth in France, this article engages autobiographical histories and Ind…
“Muslims are Finally waking up”
Across the world, Muslims in non-Muslim majority countries are seen as alien humans, relegated to the margins of citizenship, permitted tenuous forms of belonging as long as they follow the “Good Muslim” script assigned to them by the majority. In the U.S., youth from Muslim American immigrant communities have awakened to, and are rejecting, this conditional citizenship. Drawing on a nation-wide qualitative study with youth from diverse Muslim im…
Why Do We Need to Know About This
Contributing to a growing body of research on acknowledging U.S. imperialism within teacher education, this article explores how knowledge production on Iran—and U.S.-Iran relations more broadly—in secondary education represents a site of what Britzman has called difficult knowledge. Here, the difficulty of classroom engagements with the theme of U.S. imperialism is highlighted in several epistemic stumbling blocks, notably notions of White epist…
Introduction
This forum responds to the questions posed for the field of Asian American studies by the grassroots organizing around the category SWANA, or Southwest Asia and North Africa. The move to SWANA is significant for Asian American studies and presents questions for the field: What are the political contours of Asia and North Africa in SWANA? Is Asian American studies capacious enough to engage with SWANA diaspora studies? How has the field engaged wi…
Subverting Racialized Mobility Regimes
In France, minoritized migrant youth—a term encompassing various legal statuses and migration trajectories—are subject to systems of surveillance that include racialized policing, school securitization policies, and programs to counter extremism. These institutional practices are complemented by hostility within everyday public spaces and broader systems of representation. Together, institutional and everyday forms of surveillance constitute raci…
“Beyond Seeking Permission
In 2024, Harvard Educational Review invited scholars to submit articles for a special issue on Education and Palestine. Working with a group of six collaborators led by Zeena Zakharia, a Palestinia
Revolution” as Restoration
This article examines diasporic Iranian responses to protests sparked by the death of Jina (Mahsa) Amini in September 2022. While Amini’s death galvanized widespread dissent inside Iran, it also spurred diasporic Iranian solidarity, often expressed through the call to “be the voice” of Iranian protestors. I analyze two key practices of diasporic narration: first, framing the Woman, Life, Freedom protests as a “revolution” in social media discours…
Teaching Palestine
Sociology (19 works) · Political science (17 works) · Politics (16 works) · Law (14 works) · Gender Studies (13 works) · Gender Studies (9 works) · Law (8 works) · Ethnography (7 works) · Social science (7 works) · Pedagogy (6 works)