Peer-reviewed Journal Articles by Reyila Hadeer
International Review of Qualitative Research, 2020
This collaborative autoethnographic essay centers on memory-work describing the ebbs and flows of... more This collaborative autoethnographic essay centers on memory-work describing the ebbs and flows of boarding school policies' effects on ethnic minorities in China and language policy decisions on multilingual citizens in Sri Lanka. The text is the product of the authors' attunement to the role that confabulation plays in shaping collaborative autoethnographic research through the sharing and analysis of life-writing activities-for example, memoirs, journal entries, photographic narratives, and so on. Confabulation guided the authors through questions related to the meanings of self, other, and culture often taken for granted in (auto)ethnographic research. This is a topic expanded upon in the postface, where confabulation as the method, process, and outcome of research is discussed.
Educational Studies, 2022
In this article, we discuss the current state of research on Chinese teacher education as it dire... more In this article, we discuss the current state of research on Chinese teacher education as it directly pertains to issues of ethnic diversity. Drawing on an extensive review of the research literature published over the past 20 years, we highlight some of the limitations present within the contemporary research literature on teacher education in China. By paying close attention to studies discussing both structural considerations and instructional/practice-based considerations, we raise key questions about the need for future research to explore how to better prepare teachers to serve ethnic minority students. Through a careful examination of current dominant epistemologies in Chinese teacher education research, this study argues that diversity in China remains significantly and woefully underdeveloped in the understandings and analyses of teacher education and much of the existing research in teacher education presents diversity as regional differences in social and economic development in China. There is a need for how ethnic diversity is conceptualized and supported within Chinese teacher education.
Papers by Reyila Hadeer
Journal of Silence Studies in Education, 2024
Across popular cultures, schools are sometimes portrayed as places where
quiet indicates either a... more Across popular cultures, schools are sometimes portrayed as places where
quiet indicates either a fearful withholding or a bored indifference in the
face of a disliked teacher. Within a phenomenological framework,
however, such quietness differs radically from more authentic forms of
silence—the silence that comes over us as human beings in the face of
that which is profound, awe-inspiring, and sacred. This article uses
Martin Heidegger’s reflections on silence as a grounding for our inquiry.
Heidegger was concerned about the ways in which common sense can
cover up our life choices and relationships, leading us into conformity
and inauthentic ways of choosing, talking, and relating. By way of
contrast to this inauthentic form of existence that is grounded in
conformity, educative experience is only available as we re-orient
ourselves to the concrete possibilities of our lives and the opportunities
they provide for satisfying and self-disclosing work. We choose
something because we have become more finely attuned to possibilities
inherent in the everyday moments of our lives. In dialogue with the world,
and in dialogue with ourselves, we are brought to notice what was
previously covered up. In the second half of the paper, we turn to Albert
Borgmann’s idea of focal practices—practices that allow us to step back
from the flow of everyday lived experience in order to take stock of our
lives and their trajectories. We explore two distinct practices—
photography and yoga—to further explore the contours of educative
experience, its relationship to silence, and the possibilities for
overcoming disembodied thinking that ignores the possibilities of the
present moment and is overly influenced by the opinions of others. We
conclude the paper by considering with advice for educators about the
role of silence and the arts as they organize their classrooms and their
curricula.
Northwest journal of teacher education, Nov 22, 2022
In the wake of curricular epistemicide, the authors draw your attention towards the theoretical a... more In the wake of curricular epistemicide, the authors draw your attention towards the theoretical and practical constraints created around arts education. As a/r/tographers (artists, researchers, and teachers), we argue that our ways of knowing and creating in the space of curriculum and instruction are dynamic ways to think about and through curricular epistemicide. In foregrounding our own experiences of "(un)becoming through the cracks", when we are faced with restrictive ways of knowing in a Department of Teacher Education, we put forth a question through our arts-based practices of knowing: why arts education, at all?
Proceedings of the 2022 AERA Annual Meeting
Articles by Reyila Hadeer
Northwest Journal of Teacher Education, 2022
In the wake of curricular epistemicide, the authors draw your attention towards the theoretical a... more In the wake of curricular epistemicide, the authors draw your attention towards the theoretical and practical constraints created around arts education. As a/r/tographers (artists, researchers, and teachers), we argue that our ways of knowing and creating in the space of curriculum and instruction are dynamic ways to think about and through curricular epistemicide. In foregrounding our own experiences of “(un)becoming through the cracks”, when we are faced with restrictive ways of knowing in a Department of Teacher Education, we put forth a question through our arts-based practices of knowing: why arts education, at all?
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Peer-reviewed Journal Articles by Reyila Hadeer
Papers by Reyila Hadeer
quiet indicates either a fearful withholding or a bored indifference in the
face of a disliked teacher. Within a phenomenological framework,
however, such quietness differs radically from more authentic forms of
silence—the silence that comes over us as human beings in the face of
that which is profound, awe-inspiring, and sacred. This article uses
Martin Heidegger’s reflections on silence as a grounding for our inquiry.
Heidegger was concerned about the ways in which common sense can
cover up our life choices and relationships, leading us into conformity
and inauthentic ways of choosing, talking, and relating. By way of
contrast to this inauthentic form of existence that is grounded in
conformity, educative experience is only available as we re-orient
ourselves to the concrete possibilities of our lives and the opportunities
they provide for satisfying and self-disclosing work. We choose
something because we have become more finely attuned to possibilities
inherent in the everyday moments of our lives. In dialogue with the world,
and in dialogue with ourselves, we are brought to notice what was
previously covered up. In the second half of the paper, we turn to Albert
Borgmann’s idea of focal practices—practices that allow us to step back
from the flow of everyday lived experience in order to take stock of our
lives and their trajectories. We explore two distinct practices—
photography and yoga—to further explore the contours of educative
experience, its relationship to silence, and the possibilities for
overcoming disembodied thinking that ignores the possibilities of the
present moment and is overly influenced by the opinions of others. We
conclude the paper by considering with advice for educators about the
role of silence and the arts as they organize their classrooms and their
curricula.
Articles by Reyila Hadeer
quiet indicates either a fearful withholding or a bored indifference in the
face of a disliked teacher. Within a phenomenological framework,
however, such quietness differs radically from more authentic forms of
silence—the silence that comes over us as human beings in the face of
that which is profound, awe-inspiring, and sacred. This article uses
Martin Heidegger’s reflections on silence as a grounding for our inquiry.
Heidegger was concerned about the ways in which common sense can
cover up our life choices and relationships, leading us into conformity
and inauthentic ways of choosing, talking, and relating. By way of
contrast to this inauthentic form of existence that is grounded in
conformity, educative experience is only available as we re-orient
ourselves to the concrete possibilities of our lives and the opportunities
they provide for satisfying and self-disclosing work. We choose
something because we have become more finely attuned to possibilities
inherent in the everyday moments of our lives. In dialogue with the world,
and in dialogue with ourselves, we are brought to notice what was
previously covered up. In the second half of the paper, we turn to Albert
Borgmann’s idea of focal practices—practices that allow us to step back
from the flow of everyday lived experience in order to take stock of our
lives and their trajectories. We explore two distinct practices—
photography and yoga—to further explore the contours of educative
experience, its relationship to silence, and the possibilities for
overcoming disembodied thinking that ignores the possibilities of the
present moment and is overly influenced by the opinions of others. We
conclude the paper by considering with advice for educators about the
role of silence and the arts as they organize their classrooms and their
curricula.