Research
CENTRES I AM AFFILIATED WITH
Centre for Education, Law, and Society
Centre for the Comparative Study of Muslim Societies & Cultures
Department of History, Faculty of Arts & Social Sciences SFU
Centre for Culture, Identity, & Education
Faculty of Education, University of British Columbia
Paulo & Nita Freire International Project for Critical Pedagogy
Faculty of Education, McGill University
RESEARCH ACTIVITIES
Acquired research funds (total since 2006): $ 514, 562
My research activities can be organized into the following three broad strands. These strands interact and overlap in productive ways. If you have questions about any of my projects, please email me.
Strand 1:
School curricula and teacher practice related to equity and critical pedagogies
My work in this strand has examined the existing school curricula (specifically Social Studies/ Sciences) and supported teacher and teacher-educator work in enhancing equity and critical pedagogies in schools.
The following publications are products of this strand of research:
Sensoy, Ö., Sanghera, R., Parmar, G., Parhar, N., Nosyk, L., & Anderson, M. (2010). Moving beyond “dance, dress, and dining” in Multicultural Canada. International Journal of Multicultural Education, 12(1) (Online, Article 5).
DiAngelo, R. & Sensoy, Ö. (2010). “OK, I get it! Now tell me how to do it!”: Why we can’t just tell you how to do critical multicultural education. Multicultural Perspectives, 12(2), 97-102.
DiAngelo, R.J. & Sensoy, Ö. (2009). We don’t want your opinion: Knowledge construction and the discourse of opinion in the equity classroom. Equity & Excellence in Education, 42(4), 443-455.
Sensoy, Ö. (2009). It’s all in your name: Seeing ourselves in historical and cultural context. In E. Heilman, R. Fruja, & M. Missias (Eds.), Social studies and diversity teacher education: What we do and why we do it (pp. 155-158). New York: Routledge.
Sensoy, Ö. & DiAngelo, R. (2009). Developing social justice literacy: An open letter to our faculty colleagues. Phi Delta Kappan 90(5), 345-352.
Case, R., Sensoy, Ö., & Ling, M. (2008). Approaching a global/ multicultural perspective. In R. Case & P. Clark (Eds.). The Canadian anthology of social studies: Issues and strategies for elementary teachers, 2nd ed. Vancouver: Pacific Educational Press.
McCarthy, J., McCarthy, C. (Eds.) (2003). Halman, T., Bates, Ü., & Sensoy, Ö. (Contributing Eds.). Who are the Turks? A handbook for teachers. New York: American Forum for Global Education.
The following funders have supported this strand of research:
Canadian Culture Online Program, Heritage Canada, Government of Canada
Social Sciences and Humanities Research Council of Canada
Law Foundation of British Columbia
Canadian Council on Learning
SFU President’s Research Grant
Strand 2:
Popular culture and education
A second strand of research is related to popular culture and media. My interests converge on the representational discourses in popular culture and media that normalize particular knowledges about socially-constructed differences.
The following publications are products of this strand of research:
Marshall, E. & Sensoy, Ö. (Eds.) (2011). Rethinking Popular Culture and Media. Milwaukee, WI: Rethinking Schools Ltd.
Sensoy, Ö. (2010). “Mad man Hassan will buy your carpets!”: The bearded curricula of evil Muslims. In Stonebanks, C.D., J.L. Kincheloe, & S.R. Steinberg (Eds.), Teaching Against Islamophobia (pp. 111-134). New York: Peter Lang.
Marshall, E. & Sensoy, Ö. (2009). The same old hocus pocus: Pedagogies of gender and sexuality in Shrek 2. Discourse: Studies in the Cultural Politics of Education, 30(2), 151-164.
Sensoy, Ö. (2008). TV teacher: Is Little Mosque on the Prairie good for Canadian Muslims? Taboo: The Journal of Culture and Education, 12(2), 43-54.
Sensoy, Ö. (2007). Social education and critical media literacy: Can Mr. Potato Head help challenge binaries, essentialism, and Orientalism? In D. Macedo & S. R. Steinberg (Eds.). Media literacy: A reader. New York: Peter Lang.
Stonebanks, C. & Sensoy, Ö. (2007). Did we miss the joke, again? The cultural learnings of two Middle East professors for make benefit insights on the glorious West. Taboo: The Journal of Culture and Education, 11(1), 41-52.
Strand 3:
Experiences of students of Middle Eastern and Muslim heritage in school
A third strand of research focuses on the experiences of students of Middle Eastern and Muslim heritage in school and the representation of the Middle East and Islam in school curricula.
The following publications are products of this strand of research:
Stonebanks, C.D. & Sensoy, Ö. (in press). Schooling identity: Constructing knowledge about Islam, Muslims, and people of the Middle East in Canadian schools. International Journal of Critical Pedagogy, 3(3).
Sensoy, Ö. (2010). Ickity ackity open sesame: Learning about the Middle East in images. In B. Subedi (Ed.), Rethinking knowledge about global societies (pp. 39-55). Information Age Publishing.
Sensoy, Ö. & Marshall, E. (2010). Missionary girl power: Saving the “third world” one girl at a time. Gender & Education, 22(3), 295-311.
Sensoy, Ö. & Marshall, E. (2009/2010). Save the Muslim girls! Rethinking Schools, 24(2), 14-19.
Sensoy, Ö. & Stonebanks, C.D. (Eds.) (2009). Muslim Voices in School: Narratives of identity and pluralism. Boston: Sense Publishing.
Sensoy, Ö. (2009). Where the heck is the “Muslim world” anyways? In Ö. Sensoy & C. D. Stonebanks (Eds.), Muslim voices in school: Narratives of identity and pluralism (pp. 71-85). Boston: Sense Publishers.
Sensoy, Ö. (2009). Kill Santa: Religious diversity and the winter holiday problem. In S. R. Steinberg (Ed.). Diversity & multiculturalism: A reader (pp 321-332). New York: Peter Lang.
Sensoy, Ö. (2007). Pedagogical strategies for disrupting gendered Orientalism: Mining the binary gap in teacher education. Journal of Intercultural Education,18(4), 361-365.
Sensoy, Ö, & DiAngelo, R.J. (2006). “I wouldn’t want to be a woman in the Middle East”: White female narratives of Muslim oppression. Radical Pedagogy, 8(1).
Sensoy, Ö. (2003). Introduction to studying and teaching Turkish literature, history & culture in translation. In J. McCarthy, C. McCarthy, T. Halman, Ü. Bates, & Ö. Sensoy (Eds.). (2003). Who are the Turks? A handbook for teachers (pp. 121-181). New York: American Forum for Global Education.
Middle East Curriculum Review: BC Curricula and Teacher Resources Related to the Middle East (available upon request).
Photo by Özlem Sensoy, Ucluelet Vancouver Island BC
