Binaya Subedi
Biographic Data
| ID | 170131 |
|---|---|
| NAME | Binaya Subedi |
| GIVEN NAMES | Binaya |
| FAMILY NAME | Subedi |
| SIGNATURE | SUBEDI B |
| AFFILIATIONS | The Ohio State University |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 106 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 7 |
Toward healing-centered engagement to address mental well-being among young Bhutanese-Nepali Refugee women in the United States
Our study provides findings from cultural leadership project based on healing-centered engagement strategies using a transformative convergent mixed methods research design to address mental well-being among young Bhutanese-Nepali refugee women(N = 36). Using a participatory approach, data were collected to explore the feasibility and acceptability of a culturally responsive healing-centered intervention. While quantitative scores showed a signif…
Bhutanese–Nepali Young Women’s Experiences with Racism Inside and Outside of Schools
This study explores how young Bhutanese-Nepali refugee women experience racism within and outside of school settings. Using data collected from a 16-month community-based culturally responsive leadership project, we document how everyday racial othering impacts the youth’s already fragile sense of identity and belonging. We explore how racial othering is produced through the denigration of language use, body image and community cultural practices…
An Epilogue to Editing
Sensational human rights curriculum and the discourse on saving the other
This article advocates for the need to develop a more critical approach to theorizing human rights curriculum and critiques dominant/western liberal interpretation of human rights discourse that claims to be humanitarian and benevolent. Liberal approach to (global) human rights discussion places emphasis on individual rights and views concepts such as freedom and independence as being easily transferable across cultures and geographical borders. …
Examining Noddings' "Educational Malpractice" Assertion
The article utilizes a decolonizing theoretical lens to advocate for the need to engage in a more nuanced approach to conceptualizing local/global aspect of social justice discussions within social studies education. The article engages with questions of social justice by utilizing Noddings's (2006) argument that "educational malpractice" (p. 250) is a daily occurrence in US classrooms because students are expected to reproduce textbook answers, …
New Editors’ Vision Statement
As the official journal of the American Educational Studies Association (AESA), Educational Studies provides a cross-disciplinary forum for the exchange and debate of ideas generated from the disci
Colonizing and Decolonizing Projects of Re/Covering Spirituality
In this postcolonial inquiry, we analyze how spirituality has been simultaneously appropriated/re-covered and re-appropriated/recovered for the purpose of (re)colonizing as well as decolonizing projects. By drawing from discrete yet interconnected literatures of decolonizing, (post)(anti)colonial, Indigenous, and ethnic studies based theories, we discuss the concept of transformative spirituality as a useful analytic lens. This project intersects…
Photographic Images of Refugee Spatial Encounters
This paper examines my effort to document the experiences of a Bhutanese refugee community in a mid-western city of the United States. In particular, the essay looks at housing experiences the community encountered and my efforts to translate the events through photographs. The essay also explores how oppression operates in relation to refugee experiences. Recognizing that knowledge of recent refugees of color has been absent and perhaps may not …
Bringing Social Justice Into the Social Studies
Sensoy, Ozlem, & DiAngelo, Robin. (2012). Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education. New York, NY: Teachers College Press. 240 pp., $29.95, paperback, IS
The possibilities of postcolonial praxis in education
This introduction to the special issue explores the possibilities of postcolonial praxis in the field of education. The local/global focus of postcolonial perspectives invites alternative ways of theorizing question of pedagogy, curriculum and research. Postcolonial praxis similarly highlights how questions of differences and identity need to be critically reexamined and how cross racial/ethnic solidarity against dominant ways of being requires n…
Contesting racialization
Research on how racialization operates in immigrant context, particularly in relation to immigrant teachers, is marginalized as an area of inquiry in US educational research. This paper examines how immigrant teachers negotiated ideological and resistant notions of teacher authenticity in US school settings. In particular, the author examines how female South Asian teachers contested dominant interpretations on what counted as teacher legitimacy …
Fostering Critical Dialogue Across Cultural Differences
There is limited research in the field of social studies that documents how immigrant teachers are working to make social studies classrooms a space for critical dialogue, especially within settings where immigrant and nonimmigrant students interact. By using data from a yearlong qualitative study in which interviews and observations were conducted, the author examines the ways in which two immigrant teachers created a climate for critical dialog…
Negotiating Collaboration Across Differences
Through auto-ethnographic approach, this article extends contemporary debates on the need to further conceptualize and practice collaborative approaches to research. By exploring the complex dimensions of collaboration, this discussion traces the challenges of researching communities one affiliates with, particularly in relation to ethnic, cultural, and "unusual" researcher-researched positional differences. Also, by describing the dilemmas faced…
Theorizing a ‘halfie’ researcher’s identity in transnational fieldwork
The topic of how reflexivity ought to be utilized in the global aspect of research is yet to be fully theorized in educational research. Through the use of rigorous reflexivity, this paper examines a 'halfie' researcher's negotiation of insider and outsider identities within his transnational home/field site of Nepal. By examining how identities are reconfigured within transnational spaces, the paper analyzes the intricacies of negotiating legiti…
Recognizing respondents' ways of being and knowing
This paper examines the productive challenges of researching communities one identifies with and calls for the need to consider race/ethnic interpretations of research methods. By examining participants' perspectives on research, the author argues for the need to further consider culturally appropriate ways of researching communities of color. Drawing on his research with Asian immigrant and Asian-American teachers, the author describes the chall…
Theorizing a ‘halfie’ researcher’s identity in transnational fieldwork
The topic of how reflexivity ought to be utilized in the global aspect of research is yet to be fully theorized in educational research. Through the use of rigorous reflexivity, this paper examines a 'halfie' researcher's negotiation of insider and outsider identities within his transnational home/field site of Nepal. By examining how identities are reconfigured within transnational spaces, the paper analyzes the intricacies of negotiating legiti…
The possibilities of postcolonial praxis in education
This introduction to the special issue explores the possibilities of postcolonial praxis in the field of education. The local/global focus of postcolonial perspectives invites alternative ways of theorizing question of pedagogy, curriculum and research. Postcolonial praxis similarly highlights how questions of differences and identity need to be critically reexamined and how cross racial/ethnic solidarity against dominant ways of being requires n…
Recognizing respondents' ways of being and knowing
This paper examines the productive challenges of researching communities one identifies with and calls for the need to consider race/ethnic interpretations of research methods. By examining participants' perspectives on research, the author argues for the need to further consider culturally appropriate ways of researching communities of color. Drawing on his research with Asian immigrant and Asian-American teachers, the author describes the chall…
Negotiating Collaboration Across Differences
Through auto-ethnographic approach, this article extends contemporary debates on the need to further conceptualize and practice collaborative approaches to research. By exploring the complex dimensions of collaboration, this discussion traces the challenges of researching communities one affiliates with, particularly in relation to ethnic, cultural, and "unusual" researcher-researched positional differences. Also, by describing the dilemmas faced…
Fostering Critical Dialogue Across Cultural Differences
There is limited research in the field of social studies that documents how immigrant teachers are working to make social studies classrooms a space for critical dialogue, especially within settings where immigrant and nonimmigrant students interact. By using data from a yearlong qualitative study in which interviews and observations were conducted, the author examines the ways in which two immigrant teachers created a climate for critical dialog…
Colonizing and Decolonizing Projects of Re/Covering Spirituality
In this postcolonial inquiry, we analyze how spirituality has been simultaneously appropriated/re-covered and re-appropriated/recovered for the purpose of (re)colonizing as well as decolonizing projects. By drawing from discrete yet interconnected literatures of decolonizing, (post)(anti)colonial, Indigenous, and ethnic studies based theories, we discuss the concept of transformative spirituality as a useful analytic lens. This project intersects…
Contesting racialization
Research on how racialization operates in immigrant context, particularly in relation to immigrant teachers, is marginalized as an area of inquiry in US educational research. This paper examines how immigrant teachers negotiated ideological and resistant notions of teacher authenticity in US school settings. In particular, the author examines how female South Asian teachers contested dominant interpretations on what counted as teacher legitimacy …
Bhutanese–Nepali Young Women’s Experiences with Racism Inside and Outside of Schools
This study explores how young Bhutanese-Nepali refugee women experience racism within and outside of school settings. Using data collected from a 16-month community-based culturally responsive leadership project, we document how everyday racial othering impacts the youth’s already fragile sense of identity and belonging. We explore how racial othering is produced through the denigration of language use, body image and community cultural practices…
Toward healing-centered engagement to address mental well-being among young Bhutanese-Nepali Refugee women in the United States
Our study provides findings from cultural leadership project based on healing-centered engagement strategies using a transformative convergent mixed methods research design to address mental well-being among young Bhutanese-Nepali refugee women(N = 36). Using a participatory approach, data were collected to explore the feasibility and acceptability of a culturally responsive healing-centered intervention. While quantitative scores showed a signif…
New Editors’ Vision Statement
As the official journal of the American Educational Studies Association (AESA), Educational Studies provides a cross-disciplinary forum for the exchange and debate of ideas generated from the disci
Theorizing a ‘halfie’ researcher’s identity in transnational fieldwork
The topic of how reflexivity ought to be utilized in the global aspect of research is yet to be fully theorized in educational research. Through the use of rigorous reflexivity, this paper examines a 'halfie' researcher's negotiation of insider and outsider identities within his transnational home/field site of Nepal. By examining how identities are reconfigured within transnational spaces, the paper analyzes the intricacies of negotiating legiti…
Recognizing respondents' ways of being and knowing
This paper examines the productive challenges of researching communities one identifies with and calls for the need to consider race/ethnic interpretations of research methods. By examining participants' perspectives on research, the author argues for the need to further consider culturally appropriate ways of researching communities of color. Drawing on his research with Asian immigrant and Asian-American teachers, the author describes the chall…
The possibilities of postcolonial praxis in education
This introduction to the special issue explores the possibilities of postcolonial praxis in the field of education. The local/global focus of postcolonial perspectives invites alternative ways of theorizing question of pedagogy, curriculum and research. Postcolonial praxis similarly highlights how questions of differences and identity need to be critically reexamined and how cross racial/ethnic solidarity against dominant ways of being requires n…
Contesting racialization
Research on how racialization operates in immigrant context, particularly in relation to immigrant teachers, is marginalized as an area of inquiry in US educational research. This paper examines how immigrant teachers negotiated ideological and resistant notions of teacher authenticity in US school settings. In particular, the author examines how female South Asian teachers contested dominant interpretations on what counted as teacher legitimacy …
Fostering Critical Dialogue Across Cultural Differences
There is limited research in the field of social studies that documents how immigrant teachers are working to make social studies classrooms a space for critical dialogue, especially within settings where immigrant and nonimmigrant students interact. By using data from a yearlong qualitative study in which interviews and observations were conducted, the author examines the ways in which two immigrant teachers created a climate for critical dialog…
Negotiating Collaboration Across Differences
Through auto-ethnographic approach, this article extends contemporary debates on the need to further conceptualize and practice collaborative approaches to research. By exploring the complex dimensions of collaboration, this discussion traces the challenges of researching communities one affiliates with, particularly in relation to ethnic, cultural, and "unusual" researcher-researched positional differences. Also, by describing the dilemmas faced…
Bringing Social Justice Into the Social Studies
Sensoy, Ozlem, & DiAngelo, Robin. (2012). Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education. New York, NY: Teachers College Press. 240 pp., $29.95, paperback, IS
Photographic Images of Refugee Spatial Encounters
This paper examines my effort to document the experiences of a Bhutanese refugee community in a mid-western city of the United States. In particular, the essay looks at housing experiences the community encountered and my efforts to translate the events through photographs. The essay also explores how oppression operates in relation to refugee experiences. Recognizing that knowledge of recent refugees of color has been absent and perhaps may not …
Colonizing and Decolonizing Projects of Re/Covering Spirituality
In this postcolonial inquiry, we analyze how spirituality has been simultaneously appropriated/re-covered and re-appropriated/recovered for the purpose of (re)colonizing as well as decolonizing projects. By drawing from discrete yet interconnected literatures of decolonizing, (post)(anti)colonial, Indigenous, and ethnic studies based theories, we discuss the concept of transformative spirituality as a useful analytic lens. This project intersects…
New Editors’ Vision Statement
As the official journal of the American Educational Studies Association (AESA), Educational Studies provides a cross-disciplinary forum for the exchange and debate of ideas generated from the disci
Sensational human rights curriculum and the discourse on saving the other
This article advocates for the need to develop a more critical approach to theorizing human rights curriculum and critiques dominant/western liberal interpretation of human rights discourse that claims to be humanitarian and benevolent. Liberal approach to (global) human rights discussion places emphasis on individual rights and views concepts such as freedom and independence as being easily transferable across cultures and geographical borders. …
Examining Noddings' "Educational Malpractice" Assertion
The article utilizes a decolonizing theoretical lens to advocate for the need to engage in a more nuanced approach to conceptualizing local/global aspect of social justice discussions within social studies education. The article engages with questions of social justice by utilizing Noddings's (2006) argument that "educational malpractice" (p. 250) is a daily occurrence in US classrooms because students are expected to reproduce textbook answers, …
An Epilogue to Editing
Bhutanese–Nepali Young Women’s Experiences with Racism Inside and Outside of Schools
This study explores how young Bhutanese-Nepali refugee women experience racism within and outside of school settings. Using data collected from a 16-month community-based culturally responsive leadership project, we document how everyday racial othering impacts the youth’s already fragile sense of identity and belonging. We explore how racial othering is produced through the denigration of language use, body image and community cultural practices…
Toward healing-centered engagement to address mental well-being among young Bhutanese-Nepali Refugee women in the United States
Our study provides findings from cultural leadership project based on healing-centered engagement strategies using a transformative convergent mixed methods research design to address mental well-being among young Bhutanese-Nepali refugee women(N = 36). Using a participatory approach, data were collected to explore the feasibility and acceptability of a culturally responsive healing-centered intervention. While quantitative scores showed a signif…
Sociology (13 works) · Political science (12 works) · Law (9 works) · Law (9 works) · Pedagogy (9 works) · Politics (9 works) · Gender Studies (8 works) · Gender Studies (8 works) · Educator Training and Historical Pedagogy (7 works) · Global Education and Multiculturalism (7 works)