Zahra Kasamali
Biographic Data
| ID | 9519359 |
|---|---|
| NAME | Zahra Kasamali |
| GIVEN NAMES | Zahra |
| FAMILY NAME | Kasamali |
| SIGNATURE | KASAMALI Z |
| AFFILIATIONS | University of Alberta |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Reconsidering Difference
This paper explores how holistic-guided, sacred, ecological insights can support youth in their healing journeys from the individual and systemic violence of colonial exclusions. Drawing upon guidance from Indigenous sharing circle philosophies and sacred ecological insights, this article contends that the coming together of similarities and differences can generate the ethic of “wisdom relationality” (Kasamali, 2019) and promote healing. This th…
“Throwing salt on wounds”
The Covid-19 pandemic certainly amplifies the extent to which curriculum is adaptable, responsive, and proactive. These vulnerabilities, while daunting, can perhaps be welcomed as an invitation to reposition curricular priorities. Covid-19 reveals that an overreliance on the “curriculum as planned” and a continued absence of “the forgetful curriculum” will no longer suffice. The fragility of life and the sources that make life and living possible…
No prominent works on this page.
Reconsidering Difference
This paper explores how holistic-guided, sacred, ecological insights can support youth in their healing journeys from the individual and systemic violence of colonial exclusions. Drawing upon guidance from Indigenous sharing circle philosophies and sacred ecological insights, this article contends that the coming together of similarities and differences can generate the ethic of “wisdom relationality” (Kasamali, 2019) and promote healing. This th…
“Throwing salt on wounds”
The Covid-19 pandemic certainly amplifies the extent to which curriculum is adaptable, responsive, and proactive. These vulnerabilities, while daunting, can perhaps be welcomed as an invitation to reposition curricular priorities. Covid-19 reveals that an overreliance on the “curriculum as planned” and a continued absence of “the forgetful curriculum” will no longer suffice. The fragility of life and the sources that make life and living possible…
Epistemology (2 works) · Philosophy (2 works) · Sociology (2 works) · Cognitive reframing (1 work) · Colonialism (1 work) · Coronavirus disease 2019 (COVID-19) (1 work) · Curriculum (1 work) · Curriculum development (1 work) · Ecology (1 work) · Educator Training and Historical Pedagogy (1 work)