Dr. Naved Bakali

Dr. Naved Bakali

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Contact Information Icon Contact Information

Emailnbakali@uwindsor.ca
Phone: (519)-253-3000 ext. 3836
OfficeRoom 3347, Leonard & Dorothy Neal Education Building

Profile Icon Profile

Assistant Professor of Anti-Racism Education

Naved Bakali completed his PhD from McGill University, Montreal, in Cultural and International Studies in Education, where he also served as a sessional lecturer. Prior to joining University of Windsor's Faculty of Education, Naved was an Assistant Professor of Education at the American University in Dubai. Drawing from critical race theory, cultural and media studies, and post-colonial theory, Naved's research focuses on the study of anti-Muslim racism, also referred to as Islamophobia. Additionally, his research interests include internationalizing and decolonizing higher education, refugee education, Islamic pedagogy, and educational programing for survivors of trauma. His research provides a fresh and innovative perspective on Islamophobia within institutional settings, thus demonstrating the institutionalization of anti-Muslim racism across the global North and South. Naved has been the recipient of major international, national, and departmental grants and awards in recognition of his work. He is a dynamic scholar who believes in socially oriented action-research that challenges prejudice and inequality by combining his research with grassroots activism. 

Research Interests Icon Research Interests

  • Critical Race Theory
  • Post-Colonial Studies
  • Curriculum Studies
  • Critical Pedagogy
  • Ethnic/Cultural Studies
  • Refugee Education
  • Internationalizing and Decolonizing Higher Education
  • Educational Programming for Survivors of Trauma
  • Islamic Pedagogy

Courses Taught Icon Courses Taught

  • Curriculum, Instruction, and Assessment
  • Technological Integration in the Classroom
  • Secondary Practicum
  • Elementary Practicum
  • Elementary Math and Science Methods
  • Third Year Professional Seminar

Publications Icon Publications

Books

Bakali, N. & Hafez, F. (Eds). (Under Contract). Coloniality, race, and securitization: The rise of global Islamophobia in the War on Terror. Manchester: Manchester University Press.

Bakali, N. & Memon, N. (Eds). (In Press). Teacher training and education in the GCC: Unpacking the complexities and challenges of internationalizing education. Lanham: Lexington Books.

Bakali, N. (2016). Islamophobia: Understanding anti-Muslim racism through the lived experiences of Muslim youth. Rotterdam: Brill/Sense.

Journal Articles

Bakali, N. (2021). Islamophobia in Myanmar: The Rohingya genocide and the ‘War on Terror’. Race and Class. 62(4), 53-71.

Alhashmi, M., Bakali, N., & Baroud, R. (2020). Tolerance in UAE Islamic education textbooks. Religions. 11(8) 377.

Bakali, N. & Wasty, S. (2020). Identity, social mobility, and trauma: Post-conflict educational realities for survivors of the Rohingya genocide. Religions. 11(5) 241.

Bakali, N. (2020). Muslim youth experiences in Quebec secondary schools: Race, racialization, and the ‘dangerous Muslim man’. Directions: Research and Studies on Race Relations in Canada. 8(1), 110-126.

Bakali, N. (2019). Challenging terrorism as a form of “Otherness”: Exploring the parallels between far-right and Muslim religious extremism. Islamophobia Studies Journal. 5(1), 99-115.

Bakali, N. (2019). The redefining of far-right extremist activism along Islamophobic lines. Islamophobia Studies Yearbook. 10(1), 82-98.

Bakali, N. (2018). Employing a Critical Race Curriculum to Challenge Dominant Discourses in Quebec Educational Curricula. Religion and Education. 45(1), 52-72.

Bakali, N. (2015). Contextualizing the Quebec Charter of Values: How the Muslim ‘Other’ is conceptualized in Quebec. Culture and Religion. 16(4), 412-429.

Bakali, N. (2015). Challenging anti-Muslim Racism Through a Critical Race Curriculum in Quebec Secondary Schools. Critical Intersections in Education. 3(1), 19-24.

Bakali, N. (2015). Muslim teachers’ experiences with race and racism in Quebec secondary schools. Canadian Journal of New Scholars in Education. 6(1), 45-54

Book Chapters

Bakali, N. & Hafez, F. (Forthcoming). Islamophobia across the global North and South in the War on Terror. In Bakali, N., & Hafez, F. (Eds), Coloniality, race, and securitization: The rise of global Islamophobia in the War on Terror. Manchester: Manchester University Press.

Bakali, N. (Forthcoming). The Rohingya genocide through the prism of War on Terror logic. In Bakali, N., & Hafez, F. (Eds),  Coloniality, race, and securitization: The rise of global Islamophobia in the War on Terror. Manchester: Manchester University Press.

Bakali, N. (Forthcoming). Racializing Muslim Youth and the French Canadian Imaginary. In Abdullah, Z. (Ed), The Routledge Handbook of Islam and Race. London: Routledge.

Bakali, N. & Memon, N. (In Press). GCC Teacher Education: Mapping Challenges and Complexities. In Bakali, N., & Memon, N. (Eds), Teacher training and education in the GCC: Unpacking the complexities and challenges of internationalizing education. Lanham: Lexington Books.

Bakali, N. & Alhashmi, M. (In Press). Challenges and complexities of religious education in the UAE.  In Bakali, N., & Memon, N. (Eds), Teacher training and education in the GCC: Unpacking the complexities and challenges of internationalizing education. Lanham: Lexington Books.

Bakali, N. (2021). Seerah (Prophetic History): Curriculum realities and ideals. In Memon, N., Alhashmi, M., & Abdalla, M. (Eds), Curriculum renewal for Islamic education: Critical perspectives on teaching Islam in primary and secondary schools (63-76). London: Routledge.

Bakali, N. & Alhashmi, M. (2021). Islamic Education and youth culture: Exploring the theme of tolerance in UAE Islamic Education classrooms. In Bescumi, E., & Kaposi, I. (Eds), Everyday youth cultures in the Gulf Peninsula: Changes and Challenges (201-216). London: Routledge.

Mubarak, H., & Bakali, N. (2020). Violent, oppressed, and un-American: Muslim women in the American imagination. In Davis, C., & Crane, J. (Eds),  The Personal is Political: Body Politics in a Trump World (97-119). Boston: Brill/Sense.

Bakali, N. (2017). Islamophobia in Quebec Secondary Schools: Inquiries into the Experiences of Muslim Male Youth Post-9/11. In Mac an Gaill, M., Haywood, C. (Eds), Schooling a ‘Suspect Community’: Education, neo-liberalism, and Muslim students (145-159). London: Palgrave MacMillan.

Bakali, N. (2015). Quebec identity politics and anti-Muslim bias in Quebec secondary schools. In Napier, D. (Ed), International perspectives on race (and racism): Historical and contemporary considerations in education and society (339-358). New York: Nova Science Publishing.

Mirza, K. & Bakali, N. (2010). Islam: The fundamentals every teacher should know.  In Kincheloe, J., Steinberg, S., & Stonebanks, C. (Eds), Teaching against Islamophobia. (49-64). New York: Peter Lang Publishing.

Education Icon Education

Ph.D. in Educational Studies (Cultural and International Education), McGill University

M.A. in Culture and Values in Education, McGill University

B.Ed. in Secondary History and Moral Education, McGill University

B.Comm. in Accountancy, Concordia University

Research Grants

German Academic Exchange, International Virtual Academic Collaboration Grant ($97,000)

Al Qasimi Foundation SEED Grant ($20,000)

American University in Dubai, Faculty Research Grant ($3,500)

Fonds Québécois de la Recherche sur la Société et Culture ($60,000)

Graduate Excellence Award, McGill University ($7,360)

McGill University Community Engagement Fellowship ($1,000)