Shakhnoza Kayumova
Biographic Data
| ID | 85681 |
|---|---|
| NAME | Shakhnoza Kayumova |
| GIVEN NAMES | Shakhnoza |
| FAMILY NAME | Kayumova |
| SIGNATURE | KAYUMOVA S |
| AFFILIATIONS | University of Massachusetts Dartmouth |
| ORCID | 0000-0001-9771-2212 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Culturally and Linguistically Sustaining Formative Assessment in science and engineering
Background This study advances understandings of formative assessment by introducing the Culturally and Linguistically Sustaining Formative Assessment (CLSA) framework, grounded in relational and embodied perspectives and culturally sustaining pedagogy. While formative assessment is widely recognized as a process for supporting learning, less is known about how it can be enacted in culturally and linguistically sustaining ways.Methods Drawing on …
When a monolingual science teacher and multilingual girls engage in science sensemaking through translanguaging
Multilingual youth, from nondominant communities, are often denied critical opportunities for engagement in robust sensemaking due to deficit‐based perspectives and linguistic hierarchies. To advance equity, it is important to recognize all youth as epistemic agents and facilitate opportunities to take on intellectual positions. Drawing on translanguaging theory and critical sociocultural learning perspectives, we examine how a monolingual scienc…
Invisible multilingual Black and Brown girls
Black and Brown girls are underrepresented in science, technology, engineering, and math (STEM) fields. Although studies have examined the reasons for this by exploring Black and Brown girls' experiences based on culture, gender, and race, there is a need for specifically understanding how language contributes to racialized experiences in science education. This study fills this critical gap by presenting narratives of three academically talented…
Towards Equitable, Social Justice Criticality
Equity and justice in science education
Concepts in science education such as “science identity” and “science capital” are informed by dominant epistemological and ontological positions, which translate into assumptions about what counts as science and whose science counts. In this theoretical paper we draw on decolonial and antiracist perspectives to examine these assumptions in light of the heterogeneous onto‐epistemological and axiological values, cultural perspectives, and contribu…
Going beyond # RetireELL
Unpacking “signs of learning” in complex sociopolitical environments
This special issue offers empirically rich accounts of research that make the ingenuities and brilliance of BIPOC learners visible “replacing entrenched assumptions about where we see ingenuity and how we recognize it.” The articles in this issue embrace the strengths and creativity of BIPOC learners by deliberately shifting away from deficit-based thinking. These accounts of learning focus on new ways of seeing, uplifting, and leveraging learner…
Increased Exposure to Environmental Hazards
Current trajectories of federal environmental policy will likely increase the percentage of the population exposed and impacted by environmental hazards. This likely expansion will cross existing socioeconomic barriers that help to define our current understanding of marginalized or environmental justice communities. With increased exposure comes the opportunity for increased awareness of how human actions can result in negative environmental imp…
Displacing and Disrupting Colonizing Knowledge-Making-Practices in Science Education
Mapping Concepts of Agency in Educational Contexts
Toward a Social Ontology for Science Education
This essay’s main objective is to develop a theoretical, ontological basis for critical, social justice-oriented science education. Using Deleuze and Guattari’s notion of assemblages, rhizomes, and arborescent structures, this article challenges authoritarian institutional practices, as well as the subject of these practices, and offers a way for critical-social justice-oriented science educators and students to connect with sociopolitical contex…
Latina Mothers and Daughters
Building on previous research of family engagement and using perspectives drawn from Chicana/Latina feminist theories, in this ethnographic study we explored how Latina mothers and daughters negotiated and contested multiple ways of knowing during bilingual science family workshops. Our research illustrated that critical pedagogies Latina mothers enacted in spaces intersecting family, school, and community contexts and how they navigated aspects …
Toward a Social Ontology for Science Education
This essay’s main objective is to develop a theoretical, ontological basis for critical, social justice-oriented science education. Using Deleuze and Guattari’s notion of assemblages, rhizomes, and arborescent structures, this article challenges authoritarian institutional practices, as well as the subject of these practices, and offers a way for critical-social justice-oriented science educators and students to connect with sociopolitical contex…
Mapping Concepts of Agency in Educational Contexts
Latina Mothers and Daughters
Building on previous research of family engagement and using perspectives drawn from Chicana/Latina feminist theories, in this ethnographic study we explored how Latina mothers and daughters negotiated and contested multiple ways of knowing during bilingual science family workshops. Our research illustrated that critical pedagogies Latina mothers enacted in spaces intersecting family, school, and community contexts and how they navigated aspects …
When a monolingual science teacher and multilingual girls engage in science sensemaking through translanguaging
Multilingual youth, from nondominant communities, are often denied critical opportunities for engagement in robust sensemaking due to deficit‐based perspectives and linguistic hierarchies. To advance equity, it is important to recognize all youth as epistemic agents and facilitate opportunities to take on intellectual positions. Drawing on translanguaging theory and critical sociocultural learning perspectives, we examine how a monolingual scienc…
Displacing and Disrupting Colonizing Knowledge-Making-Practices in Science Education
Toward a Social Ontology for Science Education
This essay’s main objective is to develop a theoretical, ontological basis for critical, social justice-oriented science education. Using Deleuze and Guattari’s notion of assemblages, rhizomes, and arborescent structures, this article challenges authoritarian institutional practices, as well as the subject of these practices, and offers a way for critical-social justice-oriented science educators and students to connect with sociopolitical contex…
Latina Mothers and Daughters
Building on previous research of family engagement and using perspectives drawn from Chicana/Latina feminist theories, in this ethnographic study we explored how Latina mothers and daughters negotiated and contested multiple ways of knowing during bilingual science family workshops. Our research illustrated that critical pedagogies Latina mothers enacted in spaces intersecting family, school, and community contexts and how they navigated aspects …
Mapping Concepts of Agency in Educational Contexts
Increased Exposure to Environmental Hazards
Current trajectories of federal environmental policy will likely increase the percentage of the population exposed and impacted by environmental hazards. This likely expansion will cross existing socioeconomic barriers that help to define our current understanding of marginalized or environmental justice communities. With increased exposure comes the opportunity for increased awareness of how human actions can result in negative environmental imp…
Displacing and Disrupting Colonizing Knowledge-Making-Practices in Science Education
Towards Equitable, Social Justice Criticality
Equity and justice in science education
Concepts in science education such as “science identity” and “science capital” are informed by dominant epistemological and ontological positions, which translate into assumptions about what counts as science and whose science counts. In this theoretical paper we draw on decolonial and antiracist perspectives to examine these assumptions in light of the heterogeneous onto‐epistemological and axiological values, cultural perspectives, and contribu…
Going beyond # RetireELL
Unpacking “signs of learning” in complex sociopolitical environments
This special issue offers empirically rich accounts of research that make the ingenuities and brilliance of BIPOC learners visible “replacing entrenched assumptions about where we see ingenuity and how we recognize it.” The articles in this issue embrace the strengths and creativity of BIPOC learners by deliberately shifting away from deficit-based thinking. These accounts of learning focus on new ways of seeing, uplifting, and leveraging learner…
Invisible multilingual Black and Brown girls
Black and Brown girls are underrepresented in science, technology, engineering, and math (STEM) fields. Although studies have examined the reasons for this by exploring Black and Brown girls' experiences based on culture, gender, and race, there is a need for specifically understanding how language contributes to racialized experiences in science education. This study fills this critical gap by presenting narratives of three academically talented…
Culturally and Linguistically Sustaining Formative Assessment in science and engineering
Background This study advances understandings of formative assessment by introducing the Culturally and Linguistically Sustaining Formative Assessment (CLSA) framework, grounded in relational and embodied perspectives and culturally sustaining pedagogy. While formative assessment is widely recognized as a process for supporting learning, less is known about how it can be enacted in culturally and linguistically sustaining ways.Methods Drawing on …
When a monolingual science teacher and multilingual girls engage in science sensemaking through translanguaging
Multilingual youth, from nondominant communities, are often denied critical opportunities for engagement in robust sensemaking due to deficit‐based perspectives and linguistic hierarchies. To advance equity, it is important to recognize all youth as epistemic agents and facilitate opportunities to take on intellectual positions. Drawing on translanguaging theory and critical sociocultural learning perspectives, we examine how a monolingual scienc…
Sociology (11 works) · Social science (8 works) · Pedagogy (7 works) · Epistemology (6 works) · Political science (6 works) · Linguistics (5 works) · Psychology (4 works) · Science education (4 works) · Aesthetics (3 works) · Critical Race Theory in Education (3 works)