Youmna Deiri
Biographic Data
| ID | 6891205 |
|---|---|
| NAME | Youmna Deiri |
| GIVEN NAMES | Youmna |
| FAMILY NAME | Deiri |
| SIGNATURE | DEIRI Y |
| AFFILIATIONS | Texas A&M International University |
| ORCID | 0000-0001-5433-2615 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Teaching Arabic to children and youth in the United States
This bilingual qualitative study draws on translingual interviews conducted in 2017 and 2018 with seven Arabic bilingual teachers in Central Ohio, United States. The conceptual framework centers on raciolinguistic perspective and decolonial love pedagogies. The interview questions focused on: teachers’ pedagogical practices and challenges and opportunities (educational, social, and political) that they face while teaching Arabic. Findings assert …
Reflecting on Violent Ruptures and Loss in Qualitative Research
Presenting poetic approaches to qualitative inquiry, two immigrant educational researchers from different minoritized communities explore their loss of research participants due to increased state-enforced violence in the context of recent immigration policies (e.g., increased presence of U.S. Immigration and Customs Enforcement (ICE) in immigrant communities and anti-Muslim rhetoric) through poetic inquiry. Presenting the processes and products …
No prominent works on this page.
Reflecting on Violent Ruptures and Loss in Qualitative Research
Presenting poetic approaches to qualitative inquiry, two immigrant educational researchers from different minoritized communities explore their loss of research participants due to increased state-enforced violence in the context of recent immigration policies (e.g., increased presence of U.S. Immigration and Customs Enforcement (ICE) in immigrant communities and anti-Muslim rhetoric) through poetic inquiry. Presenting the processes and products …
Teaching Arabic to children and youth in the United States
This bilingual qualitative study draws on translingual interviews conducted in 2017 and 2018 with seven Arabic bilingual teachers in Central Ohio, United States. The conceptual framework centers on raciolinguistic perspective and decolonial love pedagogies. The interview questions focused on: teachers’ pedagogical practices and challenges and opportunities (educational, social, and political) that they face while teaching Arabic. Findings assert …
Law (2 works) · Literature (2 works) · Political science (2 works) · Psychology (2 works) · Sociology (2 works) · Arabic (1 work) · Art (1 work) · Diaspora, migration, transnational identity (1 work) · Digital Storytelling and Education (1 work) · Gender Studies (1 work)