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Dr. Naved Bakali

Dr. Naved Bakali

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Contact Information Icon Contact Information

Email: nbakali@uwindsor.ca
Phone: (519)-253-3000 ext. 3836
Office: Room 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

  • Anti-Racism Education
  • 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

  • Primary/Junior Social Science
  • Senior/Intermediate Social Science Year 1
  • Senior/Intermediate Social Science Year 2
  • 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). (In Press). The rise of global Islamophobia in the War on Terror: Coloniality, race, and Islam. Manchester: Manchester University Press.

Bakali, N. & Memon, N. (Eds). (2021). Teacher training and education in the GCC: Unpacking the complexities and challenges of internationalizing educational contexts. 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. (Forthcoming).  White supremacist mythologies in Canadian educational curricula: How Islamophobia manifests and is perpetuated in Canadian schools. Islamophobia Studies Journal.

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

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

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

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

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

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

Bakali, N. & Memon, N. (2021). 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 (xi-xix). Lanham: Lexington Books.

Bakali, N. & Alhashmi, M. (2021). 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 (3-19). 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

International Virtual Academic Collaboration (2020-2021). Teaching for Critical Digital Literacy. Co-Principal Investigator. The Federal Ministry of Education and Research and German Academic Exchange Services (DAAD) - €66,645 EUR

Al Qasimi Foundation SEED Grant (2019-2020). Education of Tolerance: An Analysis of UAE Islamic Education Curriculum at the Secondary Level. Co-Principal Investigator. Al-Qasimi Foundation for Policy Research - 60,000 AED

American University in Dubai, Faculty Research Grant (2020). Education, Social Mobility, and Trauma: Exploring Educational Programming in Rohingya Refugee Camps. Principal Investigator. American University in Dubai - 10,000 AED

Doctoral Research Grant (2012-2014). Addressing Islamophobia through a cross-curricular approach: Towards a framework for engaging students in critical discussion. Principal Investigator. Fonds Québécois de la Recherche sur la Société et Culture - $60,000 CAD

Graduate Excellence Award (2011-2014). McGill University - $7,360 CAD

Community Engagement Fellowship (2013). McGill University - $1,000 CAD