Department of Teaching, Learning and Teacher Education
Date of this Version
1-2021
Citation
Language Arts, Volume 98, Number 3, January 2021
Abstract
Drawing on her award-winning research, Dr. Loukia K. Sarroub explains how teachers can help displaced, immigrant, and refugee youth navigate literacy, religion, and success in public schools.
This column features Dr. Loukia K. Sarroub and her award-winning research on how Arab Muslim refugee and immigrant youth navigate religion, gender, and literacy in school. Dr. Sarroub is a professor of literacy studies, education, and linguistics, and she serves as the graduate programs chair in the Department of Teaching, Learning, and Teacher Education at the University of Nebraska-Lincoln. She was the recipient of the LRA Edward B. Fry Book Award for All American Yemeni Girls: Being Muslim in a Public School (2005), which examines Yemeni American girls’ attempts to negotiate their identities across home and school contexts—spaces with vastly different cultural values, expectations, and traditions. As part of her professional service, Dr. Sarroub serves on the editorial board of Research in the Teaching of English. She has also served on the committee for the Alan C. Purves Award, which is “presented annually to the author(s) of the Research in the Teaching of English article from the previous year’s volume judged as likely to have the greatest impact on educational practice” (https://ncte.org/awards/journal-article-awards/alan-c-purves-award/). This conversation was recorded on March 3, 2020, and has been edited for publication.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Disability and Equity in Education Commons, Teacher Education and Professional Development Commons
Comments
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