Ali A Abdi
Biographic Data
| ID | 3612426 |
|---|---|
| NAME | Ali A Abdi |
| GIVEN NAMES | Ali A |
| FAMILY NAME | Abdi |
| SIGNATURE | ABDI A A |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0003-3175-2566 |
| VERIFIED | Yes |
| TOTAL WORKS | 41 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 38 |
| EDITOR COUNT | 4 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
CPI Welcomes the Winter 2025 Special Issue “The Unheard Voices, the Unheard Struggle
Introduction to the Summer 2025 Issue of Cultural and Pedagogical Inquiry (Volume 16, Number 3) entitled "The Unheard Voices, the Unheard Struggle: Una fuerza poderosa que lucha por expresarse" welcoming Guest Editors Noni Mendoza Reis, Rosalina Quintanar-Sarellana, Enid Lee and Lillie Ann Reynaga (Assistant Editor). This Special Issue presents stories through the voices of the Mexican/Latino community that explore central issues in effectively e…
CPI Welcomes the Summer 2025 Special Issue “Voices of the Forcibly Displaced
Introduction to the Summer 2025 Issue of Cultural and Pedagogical Inquiry (Volume 17, Number 1) entitled "Voices of the Forcibly Displaced: Transition, Resettlement and Education" welcoming Guest Editors Marcela S. Duran, Jan Stewart, Donald A. Dippo, Mohamed Duale and Cecille DePass. This Special Issue contains articles and visual testimonies that provide an exploration of interpersonal, societal, cultural and pedagogical themes that arose from …
Disrupting Ableism
Call for Submissions for the Winter 2026 (Volume 17, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitled Disrupting Ableism: Education with, by and for Learners with Disability as Equity and Social Justice Education with Guest Editors Bathseba Opini, Erica Neeganagwedgin and Ali Abdi. This Call for Submissions is Closed
CPI Welcomes the Summer 2024 Special Issue “The Remembered Children of Maui
Introduction to the Summer 2024 Issue of Cultural and Pedagogical Inquiry (Volume 15, Number 1) entitled “The Remembered Children of Maui: Pan-Pacific Conversations and Kinship” welcoming guest editors Noah Romero and Wairehu Grant. This Special Issue seeks to uplift scholarship representing Indigenous and diasporic perspectives from Aotearoa-New Zealand, Australia, Micronesia, Melanesia, the Pacific Islands, and Southeast Asia
Disrupting Ableism
Call for Submissions for the Winter 2026 (Volume 17, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitled "Disrupting Ableism: Education with, by and for Learners with Disability as Equity and Social Justice Education" with Guest Editors Bathsheba Opini, Erica Neeganagwedgin and Ali Abdi
"CPI Welcomes the Fall 2024 Special Issue "Beauty and the Beast
Introduction to the Fall 2024 Issue of Cultural and Pedagogical Inquiry (Volume 16, Number 2) entitled “Beauty and the Beast: Educators Using Creative Expression to Navigate the Polycrisis” welcoming guest editor Veronika Bohac Clarke. This Special Issue probes more deeply to see whether it is possible for academics to collaborate meaningfully in order to develop and practice “novel solutions for creating a just human society that exists harmonio…
Disrupting Ableism
Call for Submissions for the Winter 2026 (Volume 17, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitled Disrupting Ableism: Education with, by and for Learners with Disability as Equity and Social Justice Education with Guest Editors Bathseba Opini, Erica Neeganagwedgin and Ali Abdi
"CPI Welcomes the Winter 2024 Special Issue Spirit, Heart, and Reconciliation" With Apooyak'ii / Tiffany Hind Bull-Prete, Celia Haig-Brown, Cecille DePass, Invited Guest Editors
Introduction to the Winter 20234 Issue of Cultural and Pedagogical Inquiry (Volume 15, Number 2) entitled “Spirit, Heart , and Reconciliation” welcoming guest editors Apooyak'ii /Dr. Tiffany Hind Bull Prete, Celia Haig-Brown, and Cecille DePass. This Special Issue concentrates on culturally responsive, online assessment and pedagogy and addresses the ways in which educators and students grappled with online educational experiences during the 2020…
CPI Welcomes the Summer 2023 Special Issue “All That Glitters is Not Gold
Introduction to the Summer 2023 Issue of Cultural and Pedagogical Inquiry (Volume 15, Number 1) entitled “All That Glitters is Not Gold: Culturally Responsive Online Assessment and Pedagogy in Uncertain Times” welcoming guest editors Kim Koh, Jennifer Lock, and Cecille DePass. This Special Issue concentrates on culturally responsive, online assessment and pedagogy and addresses the ways in which educators and students grappled with online educati…
CPI Welcomes the Winter 2023 Special Issue “Posthumanism
Editorial introducing Part II of Cultural and Pedagogical Inquiry's special series of Post Humanism: A Desire for a New Humanity with invited Guest Editors Carol Lee, Kay Sidebottom and Nikki Fairchild (Volume 14, No. 2, Winter 2023)
CPI Welcomes the Summer 2021 Special Issue “Multisensory Storytelling
Editorial introducing the Volume 13, No. 1 issue of Cultural and Pedigogical Inquiry, Multisensory Stories with Guest Editor Kathleen Sitter
CPI Welcomes the Summer 2022 Special Isssue
Editorial introducing the Summer 2022 (Volume 14, No 2) issue of Cultural and Pedagogical Inquiry entitled Posthumanism: A Desire for a New Humanity with invited guest editors Nikki Fairchild, Carol Lee and Kay Sidebottom
CPI Welcomes the Summer 2020 Special Issue Influenced by Maya Angelou's Poem
Editorial to the CPI special issue, "I Know Why the Caged Bird Sings" with a collaboration of invited Guest Editors, Cecille DePass, Enid Lee, Alleson Mason, and Sonia Aujla-Bhullar who collectively produce an issue that includes voices of more than 30 contributors who live in Canada, USA, Australia, New Zealand, as well as a refugee camp in Kenya
CPI Welcomes the Fall 2020 Special Issue
Editorial introducing the Fall 2020 Special Issue of Cultural and Pedagogical Inquiry entitled "Living Stories of Migrancy: Exile, Unconditional Hospitality and Transnational Citizenship" by Dr. Cecille Depass and Dr. Ali Abdi
Ethiopia’s Burgeoning Democratic Transition
Following the amounting accusation of autocracy, the heritage of exclusionary rulership with an underlying ethnic undertone that confined the parameters of political power finally yielded nearly three years of unemployed youth-led street protests initially in Oromia region and later spread all over the country, demanding for political reform and socio-economic improvements. All these paved the way for PM Abiy Ahmed on April 2nd, 2018 in what seem…
Freireian and Ubuntu philosophies of education
Paulo Freire’s philosophy of education, popularized via his magnum opus, The Pedagogy of the oppressed (2000 [1970]) ‘shocked’ the world, sort of constructively, with its trenchant, au courant and futuristic meditations on the onto-epistemological lives of the marginalized in Latin America, and by elliptical extension, across the world. The central tenets of Freire’s thought as reflectively (and reflexively) acting upon the world to transform it,…
African Immigrant Students and Postsecondary Education in Canada
Schooling and education, in general, are perceived as a means of integrating children of new immigrants into Canadian society and preparing young immigrants for their future careers. High school education and the subjects taken prepare these young immigrants for postsecondary education and entry into the labour market. However, these newcomer students, particularly those of African origin, are discouraged by systemic structures from pursuing scho…
Evaluation of Safety in Horizontal Curves of Roads Using a Multi-Body Dynamic Simulation Process
Road transportation poses one of the significant public health risks. Several contributors and factors strongly link public health and road safety. The design and advancement of higher-quality roads can significantly contribute to safer roads and save lives. In this article, the safety aspect of the roads' horizontal curves under the standard of the American Association of State Highway Transportation Officials (AASHTO) is evaluated. Several fact…
Social norms and beliefs about gender based violence scale
We encourage and recommend that researchers and practitioners apply the Social Norms and Beliefs about GBV Scale in different humanitarian and global LMIC settings and collect parallel data on a range of GBV outcomes. This will allow us to further validate the scale by triangulating its findings with GBV experiences and perpetration and assess its generalizability across diverse settings
Reflections on the Long Struggle for Inclusion
Reports
Exhibitions ‘Tuzlu Su – Saltwater: A Theory of Thought Forms’: The 14th Edition of the Istanbul Biennial of Contemporary Arts, 5 September – 1 November 2015 Publications Ellen Amster (2013), Medicine and the Saints: Science, Islam, and the Colonial Encounter in Morocco, 1877–1956, Austin, TX: University of Texas Press. 334 pp. US$30.00, ISBN: 9780292762114. Madawi Al-Rasheed (2013), A Most Masculine State: Gender, Politics, and Religion in Saudi …
Thinking about the significance of Nelson Mandela for education
We have arrived, almost inevitably, at the point where Nelson Mandela’s significance for education needs to be scholarly discussed. In the period building up to and in the wake of his death in Dece
Indigenous Discourses on Knowledge and Development in Africa
Educating for Democratic Consciousness
Decolonizing Educational and Social Development Platforms in Africa
This essay aims to engage, mainly from theoretical perspectives with analytical eclecticism, a historical and contemporary analysis of African educational and social developmental contexts. It relays the real colonial connections that are still attached to this context. The essay relates the historical location as well as the socio-cultural embeddedness of the African philosophy of Ubuntu, which may have indirectly facilitated the initial entry o…
Education in Somalia
In pre-colonial traditional Somalia, education was dispensed through informal systems of communal interaction. With the arrival of colonialism in the mid-late 19th century, formal programmes of learning were slowly but steadily established. These were limited in scope and were essentially designed for the purposes of colonization. With independence in 1960, the education sector developed very quickly with pre-1991 civilian and military government…
Freireian and Ubuntu philosophies of education
Paulo Freire’s philosophy of education, popularized via his magnum opus, The Pedagogy of the oppressed (2000 [1970]) ‘shocked’ the world, sort of constructively, with its trenchant, au courant and futuristic meditations on the onto-epistemological lives of the marginalized in Latin America, and by elliptical extension, across the world. The central tenets of Freire’s thought as reflectively (and reflexively) acting upon the world to transform it,…
Contested Terrains and Constructed Categories
Decolonizing Educational and Social Development Platforms in Africa
This essay aims to engage, mainly from theoretical perspectives with analytical eclecticism, a historical and contemporary analysis of African educational and social developmental contexts. It relays the real colonial connections that are still attached to this context. The essay relates the historical location as well as the socio-cultural embeddedness of the African philosophy of Ubuntu, which may have indirectly facilitated the initial entry o…
Thinking about the significance of Nelson Mandela for education
We have arrived, almost inevitably, at the point where Nelson Mandela’s significance for education needs to be scholarly discussed. In the period building up to and in the wake of his death in Dece
Europe and African Thought Systems and Philosophies of Education
This essay problematizes the place of African thought systems and philosophies of education in the European Canon. It also looks at the theoretical and analytical perspectives this Canon has spread across the globe, which trivialized Africa histories, epistemic realities and epistemologies. The essay engages a brief summary of the works of select but prominent European philosophers and situates them in the context of European colonialism and post…
Banking in Uganda since Independence
Education in Somalia
In pre-colonial traditional Somalia, education was dispensed through informal systems of communal interaction. With the arrival of colonialism in the mid-late 19th century, formal programmes of learning were slowly but steadily established. These were limited in scope and were essentially designed for the purposes of colonization. With independence in 1960, the education sector developed very quickly with pre-1991 civilian and military government…
Identity Formations and Deformations in South Africa
Frantz Fanon and postcolonial realities
Unraveling Somalia
Besteman, Catherine. 1999. Unraveling Somalia: Race, Violence, and the Legacy of Slavery. Philadelphia: University of Pennsylvania Press. 272 pp. $42.50 (cloth); $19.95 (paper)
The Criminalization of the State in Africa
This book examines the growth of fraud and smuggling in African states, the plundering of natural resources, the privatization of state institutions, the development of an economy of plunder and the growth of private armies. It suggests that the state itself is becoming a vehicle for organized criminal activity.\nThe authors propose criteria for gauging the criminalization of African states and present a novel prognosis: they distinguish between …
Integrated Education and Black Development in Post-apartheid South Africa
With the integration of the education system in liberated South Africa, social development expectations should be justifiably high, especially for the country's long-oppressed black majority. The concretisation of these expectations is being, or will be, determined by a myriad of converging and diverging possibilities and difficulties. This article focuses on the problems of education and development in post-apartheid South Africa, with a sustain…
Contested Terrains and Constructed Categories
African Diaspora in Canada
Global Multiculturalism
This article focuses on the problematic relation between African worldviews and their attendant educational and epistemological systems, on the one hand, and the dominant European discourses that have attempted to negate the validity of those, both in historical and contemporary Africa, on the other hand. The article first deals with its subtitle (i.e., it critically problematizes and interrogates the way African knowledge systems and cultures ha…
Education and Zambia’s Democratic Development
Zambia, a central African country of about 10 million people, is currently exposed to the nonsubjective forces of globalization, including institutional weaknesses such as high unemployment rates and chronic levels of poverty that ipso facto problematize its governance and social development priorities. The first part of the article focuses on an overview of the failure of the formal educational systems in the context of neoliberal globalization.…
Democratic Schools
Europe and African Thought Systems and Philosophies of Education
This essay problematizes the place of African thought systems and philosophies of education in the European Canon. It also looks at the theoretical and analytical perspectives this Canon has spread across the globe, which trivialized Africa histories, epistemic realities and epistemologies. The essay engages a brief summary of the works of select but prominent European philosophers and situates them in the context of European colonialism and post…
Recentering the Philosophical Foundations of Knowledge
The historical and actual marginalizations of African thought systems and knowledge constructions have been expansively responsible for the effectiveness of the dominant educational and governance systems imposed on Africa. The idea as well as the practice of these realities would conform to what Said (1993), Fanon (1967, 1968), and Memmi (1991) have called the cultural and psychosocial colonizations of both the physical and mental spaces of the …
Decolonizing Philosophies of Education
Decolonizing Philosophies of Education
Indigenous Discourses on Knowledge and Development in Africa
Educating for Democratic Consciousness
Decolonizing Educational and Social Development Platforms in Africa
This essay aims to engage, mainly from theoretical perspectives with analytical eclecticism, a historical and contemporary analysis of African educational and social developmental contexts. It relays the real colonial connections that are still attached to this context. The essay relates the historical location as well as the socio-cultural embeddedness of the African philosophy of Ubuntu, which may have indirectly facilitated the initial entry o…
In the Spirit of Ubuntu
Thinking about the significance of Nelson Mandela for education
We have arrived, almost inevitably, at the point where Nelson Mandela’s significance for education needs to be scholarly discussed. In the period building up to and in the wake of his death in Dece
Reports
Exhibitions ‘Tuzlu Su – Saltwater: A Theory of Thought Forms’: The 14th Edition of the Istanbul Biennial of Contemporary Arts, 5 September – 1 November 2015 Publications Ellen Amster (2013), Medicine and the Saints: Science, Islam, and the Colonial Encounter in Morocco, 1877–1956, Austin, TX: University of Texas Press. 334 pp. US$30.00, ISBN: 9780292762114. Madawi Al-Rasheed (2013), A Most Masculine State: Gender, Politics, and Religion in Saudi …
Reflections on the Long Struggle for Inclusion
Social norms and beliefs about gender based violence scale
We encourage and recommend that researchers and practitioners apply the Social Norms and Beliefs about GBV Scale in different humanitarian and global LMIC settings and collect parallel data on a range of GBV outcomes. This will allow us to further validate the scale by triangulating its findings with GBV experiences and perpetration and assess its generalizability across diverse settings
African Immigrant Students and Postsecondary Education in Canada
Schooling and education, in general, are perceived as a means of integrating children of new immigrants into Canadian society and preparing young immigrants for their future careers. High school education and the subjects taken prepare these young immigrants for postsecondary education and entry into the labour market. However, these newcomer students, particularly those of African origin, are discouraged by systemic structures from pursuing scho…
Sociology (26 works) · Political science (20 works) · Law (11 works) · Psychology (11 works) · History (10 works) · Politics (9 works) · Philosophy (8 works) · Aesthetics (7 works) · African cultural and philosophical studies (7 works) · Art (7 works)