Natasha Hakimali Merchant
Biographic Data
| ID | 4874653 |
|---|---|
| NAME | Natasha Hakimali Merchant |
| GIVEN NAMES | Natasha Hakimali |
| FAMILY NAME | Merchant |
| SIGNATURE | MERCHANT N H |
| AFFILIATIONS | University of Washington |
| ORCID | 0000-0002-3567-5214 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 3 |
Teachers Navigating Civic Education When Students Are Undocumented
Currently, a knowledge gap exists at the intersection of immigration, citizenship, and education. We have little knowledge of how teachers teach about citizenship when they anticipate that some of their students are undocumented. Conceptually, we distinguish between formal and cultural citizenship and draw from immigrant political incorporation theories. We investigate how high school civics teachers navigated the tensions of teaching youth in se…
Between a Rock and a Hard Place
This case study investigates the experiences of Shia Ismaili Muslim girls as they encounter themselves as subjects of social studies curriculums on Islam. A postcolonial lens is used to examine differently empowered subjectivities and curricular epistimes within the high school world history context. In an effort to understand their experiences, this study focuses on how the students position themselves in relation to the curriculum, and ultimate…
Discourses of Exclusion
Political discourse on immigration policy often provides a window into a society’s boundaries of inclusion and exclusion. Here, we seek to understand how those in liminal positions respond to political debates that raise issues of boundary maintenance. Drawing from Bakhtinian concepts of authoritative and internally persuasive discourses as well as Gramsci’s concept of common sense, we analyzed how a superdiverse sample of 26 immigrant-origin ado…
Responses to Islam in the Classroom
Coinciding with the rise of Islamophobia in the United States is a small but growing set of educational scholarship around the curricular impact of and response to Islamophobia. The qualitative case study discussed in this manuscript aims to contribute to this conversation by investigating how Muslim girls from minority communities of interpretation (n=6) made sense of and responded to the curriculum on Islam in their Social Studies classes. The …
Responses to Islam in the Classroom
Coinciding with the rise of Islamophobia in the United States is a small but growing set of educational scholarship around the curricular impact of and response to Islamophobia. The qualitative case study discussed in this manuscript aims to contribute to this conversation by investigating how Muslim girls from minority communities of interpretation (n=6) made sense of and responded to the curriculum on Islam in their Social Studies classes. The …
Teachers Navigating Civic Education When Students Are Undocumented
Currently, a knowledge gap exists at the intersection of immigration, citizenship, and education. We have little knowledge of how teachers teach about citizenship when they anticipate that some of their students are undocumented. Conceptually, we distinguish between formal and cultural citizenship and draw from immigrant political incorporation theories. We investigate how high school civics teachers navigated the tensions of teaching youth in se…
Discourses of Exclusion
Political discourse on immigration policy often provides a window into a society’s boundaries of inclusion and exclusion. Here, we seek to understand how those in liminal positions respond to political debates that raise issues of boundary maintenance. Drawing from Bakhtinian concepts of authoritative and internally persuasive discourses as well as Gramsci’s concept of common sense, we analyzed how a superdiverse sample of 26 immigrant-origin ado…
Between a Rock and a Hard Place
This case study investigates the experiences of Shia Ismaili Muslim girls as they encounter themselves as subjects of social studies curriculums on Islam. A postcolonial lens is used to examine differently empowered subjectivities and curricular epistimes within the high school world history context. In an effort to understand their experiences, this study focuses on how the students position themselves in relation to the curriculum, and ultimate…
Between a Rock and a Hard Place
This case study investigates the experiences of Shia Ismaili Muslim girls as they encounter themselves as subjects of social studies curriculums on Islam. A postcolonial lens is used to examine differently empowered subjectivities and curricular epistimes within the high school world history context. In an effort to understand their experiences, this study focuses on how the students position themselves in relation to the curriculum, and ultimate…
Discourses of Exclusion
Political discourse on immigration policy often provides a window into a society’s boundaries of inclusion and exclusion. Here, we seek to understand how those in liminal positions respond to political debates that raise issues of boundary maintenance. Drawing from Bakhtinian concepts of authoritative and internally persuasive discourses as well as Gramsci’s concept of common sense, we analyzed how a superdiverse sample of 26 immigrant-origin ado…
Responses to Islam in the Classroom
Coinciding with the rise of Islamophobia in the United States is a small but growing set of educational scholarship around the curricular impact of and response to Islamophobia. The qualitative case study discussed in this manuscript aims to contribute to this conversation by investigating how Muslim girls from minority communities of interpretation (n=6) made sense of and responded to the curriculum on Islam in their Social Studies classes. The …
Teachers Navigating Civic Education When Students Are Undocumented
Currently, a knowledge gap exists at the intersection of immigration, citizenship, and education. We have little knowledge of how teachers teach about citizenship when they anticipate that some of their students are undocumented. Conceptually, we distinguish between formal and cultural citizenship and draw from immigrant political incorporation theories. We investigate how high school civics teachers navigated the tensions of teaching youth in se…
Law (4 works) · Law (4 works) · Political science (4 works) · Sociology (4 works) · Educator Training and Historical Pedagogy (3 works) · Gender Studies (3 works) · Gender Studies (3 works) · Pedagogy (3 works) · Politics (3 works) · Context (archaeology (2 works)