1-Azzahrawi, R. (2023). A look at the approaches to multicultural and anti-racist education through the lenses of critical race theory: The reported benefits and failures. Journal of Advanced Research in Education, 2(1), 1-9. https://doi.org/10.56397/JARE.2023.01.01

Abstract

Multicultural and anti-racist education are pedagogies developed to include all students despite their cultural and lingual backgrounds. As educative pedagogies, they recognize the importance of ethnic and cultural diversity in affecting people’s existence, social involvements, identities, and educational opportunities (Gay, 2004). This paper presents various approaches that encourage curriculum reform through the lens of Critical Race Theory (CRT). The paper highlights the efficacy of the different approaches in providing equal opportunities for students from diverse racial, ethnic, linguistic, and cultural backgrounds to succeed academically.

2-Azzahrawi, R. (2021). Engaging in narrative inquiry ethically and honorably. SN Social Sciences 1(84), 1-19. https://doi.org/10.1007/s43545-021-00093-x

Abstract

A narrative is an ancient approach that has guided humanity in organizing its experiences. Narrative inquiry is the study of experience understood narratively. Engaging in the narrative inquiry process and its consequences can raise several issues related to research and researcher. Representing and interpreting another’s voice is not a simple task and needs to be done with respect and humility. This paper discusses the critical role of narrative inquiry in research and how to engage in narrative inquiry ethically and honorably. It examines how significant it is when writing about people’s lives and a community’s experiences, to adhere through dialog and critical consciousness, and through an intersubjective lens to the principles of respect, beneficence, and justice to ensure that the research is supporting the participant and facilitates their transformation to achieve empowerment.

3- Azzahrawi, R. (2020). Emphasizing multicultural and anti-racist pedagogies as one aspect of

decolonizing education. Canadian Journal for New Scholars in Education, 11(1), 36-43.

Abstract

Learning diverse languages, cultures, and communicating with different nationalities within a schools’ environment helps students appreciate the multi-ethnic nature of our world. They also help them realize the inherent values, beliefs, morals, and principles of the cultures they meet. In Canadian history, multiculturalism is a vital component in its existence. According to the World Migration Report (2017), Canada is considered one of the leading countries in international migrants (Report, 2017, p. 18). These various cultures and ethnicities deserve special attention; recognizing their influences, impacts, and inspirations on the cultural life of communities are critical. This paper discusses how multicultural and anti-racist pedagogies can be used as one of the elements of decolonizing education. Furthermore, the paper studies the role of colonialism in today’s education and suggests several recommendations in order to prevent racism in the educational system. Incorporating members with diverse cultural practices, beliefs, and contributions are critical. Supporting them to live, work, and communicate with other groups in society may ultimately assist in developing more cohesive and productive communities.   

4- Ellis, T., Kouritzin, S., Lam, M., Azzahrawi, R., Kolomic, E., Osiname, A., . . . Saleheen, S.

(2019, May 7). Revisiting radical diversality: a philosophy of inclusion premised on the

selective rejection of origins. Globalization, Societies and Education, 18(2), 221-231.

Abstract

This article addresses the political philosophy of a border position articulated by de Oliveira Andreotti (2011. “(Towards) Decoloniality and Diversality in Global Citizenship Education.” Globalisation, Societies and Education 9 (3–4): 381–397) with reference to the Latin American Modernity/Coloniality Research Group. This border epistemology will be discussed in the context of the claims of radical diversality as necessary in decolonial thinking and political theory. The article consists of a first half which considers the question of a centre and the problems associated with borders in comparison with Fanon (2004. The Wretched of the Earth. New York: Grove Press, 2008. Black Skin, White Masks. New York: Grove Press). The second half consists of an analysis of narrative responses from a grad seminar on decolonising methodologies which considered de Oliveira Andreotti’s (2011).

5- Azzahrawi, R. (2010). Sindibad children’s magazine. Everest Teaching and Publishing Services. Winnipeg, MB.

6-Azzahrawi, R., & Aljada, I. (2007). Islamic studies for the little hearts. Riyadh, Saudi Arabia: Al Attique Publisher.