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Papers by shaireen rasheed

Philosophy of Education, 2015

In her essay, "Empathy Blues at the Colonial Difference: Underrepresented Undergraduate Women in ... more In her essay, "Empathy Blues at the Colonial Difference: Underrepresented Undergraduate Women in STEM," Mary Jo Hinsdale brings up some very important issues of the role of empathy in mentoring women in STEM fields. She poses an important question of why there are still so few women in science. A New York Times magazine essay quotes Meg Urry, current director of the Yale Center for Astronomy and Astrophysics: "Women [are] leaving the profession not because they [aren't] gifted but because of the 'slow drumbeat of being underappreciated, feeling uncomfortable and encountering roadblocks on the path to success." 1

Philosophy of Education Archive, 2016

In her essay, “Empathy Blues at the Colonial Difference: Underrepresented Undergraduate Women in ... more In her essay, “Empathy Blues at the Colonial Difference: Underrepresented Undergraduate Women in STEM,” Mary Jo Hinsdale brings up some very important issues of the role of empathy in mentoring women in STEM fields. She poses an important question of why there are still so few women in science. A New York Times magazine essay quotes Meg Urry, current director of the Yale Center for Astronomy and Astrophysics: “Women [are] leaving the profession not because they [aren’t] gifted but because of the ‘slow drumbeat of being underappreciated, feeling uncomfortable and encountering roadblocks on the path to success.”1

Ivan Illich once said: 'Learning from programmed information always hides reality behind a sc... more Ivan Illich once said: 'Learning from programmed information always hides reality behind a screen'. What Shaireen Rasheed of the Department of Curriculum and Instruction in the School of Education at the CW Post Campus of Long Island University in Brookville, New York in the United States of America has done in this book is to provide a conceptual and philosophical framework for looking behind the screen of the teleological givens within instrumental curriculum and to explore the possibilities of a curriculum of action that is based on Sartre’s and Maxine Greene’s concepts of freedom.

Accessibility, which is a process, is often taken for a natural, self-evident state of language. ... more Accessibility, which is a process, is often taken for a natural, self-evident state of language. What is perpetuated in its name is a given form of intolerance and an unacknowledged practice of exclusion. Thus, as long as the complexity and difficulty of engaging with the diversely hybrid experiences of heterogeneous contemporary societies are denied and not dealt with, binary thinking continues to mark time while the creative interval is dangerously reduced to non-existence. —Minh-ha, 1991, 228-229

Teachers College Record: The Voice of Scholarship in Education

Background We are at a historical juncture that is punctuated by the rise of white nationalism, a... more Background We are at a historical juncture that is punctuated by the rise of white nationalism, an exacerbation of racial divisions and tensions, an uptick in hate crimes, and bullying increasingly targeting immigrant youth, all of which, in the current political and cultural climate, have often been legitimized through a recourse to “alternative facts.” However, the current historical moment in the United States is also marked by a postmodern ethos, which is often taken up by the public in a fragmentary manner, highlighted by a general sense of incredulity regarding any form of knowledge. At the same time, the fuller, ethical context of postmodernism complicates how educators may pedagogically address and respond to the tensions and conflict that filter over into the university classroom from the social strife and injustices evident in the society at large. The ethical context of postmodernism warns against changing hearts and minds with a proliferation of the “right” facts assumed...

American Journal of Islamic Social Sciences

This paper explores the reasons why, in the aftermath of 9/11, the interests of Muslim women and ... more This paper explores the reasons why, in the aftermath of 9/11, the interests of Muslim women and Muslim gays have become the civilizing mission in the “war on terror.” In critically examining how pervasive American and European notions of patriotism, liberalism, secularism, and freedom have been couched within the discourseof sexual rights, I explain why this new politics of belonging is inseparable from the new politics of exclusion. This shift has had consequences for progressive social movements. Whereas in social and cultural analysis nationalism has long been associated with male dominance, sexual control, and heteronormativity, certain articulations of feminism and lesbian/gay liberation are now intimately linked with the reinforcement of ethno-cultural boundaries within the western framework. A required allegiance to sexual liberties and rights has been employed as a technology of control and exclusion – what Joan Scott calls a “politics of sexclusion.” This paper elucidates ...

Studies in Philosophy and Education

Religions: A Scholarly Journal

Philosophy of Education Archive, 2002

Social Philosophy Today, 2000

Educational Studies, 2008

Educational Philosophy and Theory, 2013

Educational Theory, 2007

Discourse pertaining to the erotic is absent in our current educational culture. In this essay Sh... more Discourse pertaining to the erotic is absent in our current educational culture. In this essay Shaireen Rasheed elucidates how Luce Irigaray, through her discussion of the erotic, has challenged the conception of language and otherness that underpins modern education. In undertaking a comparative analysis of Irigaray's work on the erotic and Emmanuel Levinas's account of Eros, Rasheed emphasizes that the implications of Irigaray's critique suggest not only a reevaluation of Levinas's ''Phenomenology of Eros,'' but a revaluation of the role of the sexualized body in philosophy. Rasheed concludes by urging educators to think ethically about what discourses of difference mean in the classroom. A pedagogy contextualized within an ethics of the erotic attempts to develop pedagogies to link ideas, practices, and values in order to create discursive spaces where the unutterable could be articulated, where socalled marginalized images could be represented, and where efforts could be made to rethink forms of subjectivity and relations within the oppressive confines of the always heterosexualized classroom.

International Journal of Pedagogies and Learning, 2005