Seminar In Strategies of Social Change

Students will engage in exploring and discussing contemporary strategies of social and political change and its impact on policies and relationships such as in civil rights movements. Strategies are traditionally argued in relation to violence or non-violence methodology and whether such methodology is isolated to reality and structural make-up. It is within such discussion that innovation in strategies evolves and is defined by the reality of the issue. To understand such dialectic relationships the course will adopt case studies analysis. Through this approach students will acquire skills needed to design strategies for intervention that may positively impact the collective lives of a target population. It is important to become familiar with the sociopolitical challenges faced by society, as they are becoming part of daily discourse. In addition, awareness of these issues equips us with tools to critically assess and develop interventions and programs for social change. Therefore, this course adapts an interdisciplinary approach in understanding causes, issues, and strategies of interventions for social change. The dynamic behaviors and processes of social change will lead us to comprehend the interdependence with which we live and its potential limitations.

This is a three-credit hour online course. Please see your local Site Director or email our online site coordinator at aponline@ou.edu

Materials posted on the OU Canvas learning management system: Access Canvas at https://canvas.ou.edu, enter your OU NetID and password, and select course to access material. If you require assistance with Canvas, please click on the Help icon. You can search the Canvas guides, chat with Canvas support, or contact OU IT

Ackerly, B. (2004). Women’s human rights activists as political theorists. In L. Ricciutelli., A. Miles & M, Mcfadden (Eds.), Feminist politics, Activism and vision: Locals and global challenges (pp. 285-312). New York: Zed Books LTD.

Barthle, P. (2012). Whistling rogues: A comparative analysis of the Dodd-Frank whistleblower Bounty Program. Washington and Lee Law Review, 69(2), 1201-1259.

Brown, J. (2009). Gandhi and civil resistance in India, 1917-47: Key issues. In A. Roberts & T.G. Ash (Eds.), Civil resistance and power politics: The experience of non-violent action from Gandhi to the present (pp. 43-57). New York, NY: Oxford.

Carter, A. (2009). People power and protest: The literature on civil resistance in historical context. In A. Roberts & T.G. Ash (Eds.), Civil resistance and power politics: The experience of non-violent action from Gandhi to the present (pp. 25-42). New York, NY: Oxford.

Collins, P. (1989). The social construction of black feminist through. Journal of Women in Culture and Society, 9(1) 131-150.

Ginwright, S. (2005). Toward a politics of relevance: Race, resistance and African American youth activism. Youth Activism: A Web Forum Organized by the Social Science Research Council. Retrieved from http://ya.ssrc.org/african/Ginwright/

Furlong, A. & Cartmel, F. (2007). Politics and Participation (pp. 121-137). In Young people and social change: New perspectives (2nd ed.) New York, NY: Open University Press.

Field, J. (2010). Making the good society work. Adults Learning, 21(10), 24-27.

Harrod, J. (2004). Global Unions: Constraints in an age of the politics of the underclass. In M. van der Linden & B. Unfried (Eds.), Labour and new social movements in a globalizing world system (pp. 89-102). Vienna: ITH.

Kriesberg, L. (1997). Social Movements and global transformation. In J. Smith, C. Chatfield, & R. Pagnucco (Eds.), Transnational social movements and global politics: Solidarity beyond the state (pp. 3-18). Syracuse, NY: Syracuse University Press.

Larson, D. (2004). Supporting Change Through local action. New Directions for Adult and Continuing Education, 104, 39-47.

LeMay, M.C. (2009). Old-style radicalism. M.C. LaMay, The perennial struggle: Race, ethnicity, and minority group relations in the United States (pp. 246-277) (3rd ed). New Jersey: Prentice Hall

LeMay, M.C. (2009). New -style radicalism. M.C. LaMay, The perennial struggle: Race, ethnicity, and minority group relations in the United States (pp.283-329). (3rd ed). New Jersey: Prentice Hall

Illia, L. (2002) Passage to cyberactivism: How dynamics of activism change. Journal of Public Affairs, 3(4), 326-337.

Miller, J., Krosnick, J. (2004). Threat as a motivator of political activism: A field experiment. Political Psychology, 25(4). 507-523.

Silver, B. (2004). Labour, war and world politics: Contemporary dynamics in the world-historical perspective. In M. van der Linden & B. Unfried (Eds.), Labour and new social movements in a globalizing world system (pp. 19-38). Vienna: ITH.

Waytz, A., Dungan, J., & Young, Liane. (2013). The whistleblower’s dilemma and the fairness-loyalty tradeoff. Journal of Experimental Social Psychology, 49, 1027-1033

All official correspondence from instructors will be sent only to students’ ou.edu address.

Email Account and Canvas: Students are expected to check their OU email accounts and the course site on Canvas daily for updates from the instructor

The College of Arts and Sciences offers an online orientation for students who are enrolled in online or blended courses. The purpose of the orientation is to ensure that students are well prepared both technically and practically to take online courses. The orientation can be found on their website at: http://www.ou.edu/content/cas/online/student-online-orientation.html

The College of Arts and Sciences Online and Academic Technology Services office is here to assist you with any questions, problems, or concerns you may have. For assistance visit their website at http://www.ou.edu/content/cas/online/student-information.html or contact them by telephone at: (405) 325-5854 or email: casonline@ou.edu

At the end of this course, students will demonstrate an understanding of:

• The historical and sociopolitical paradoxes that exist in a specific
• The range and depth of social problems and related issues in our
• The reasons for change and its relationship to our
• Current social problems from individual, cultural and political points of
• The process of changing individual perceptions while attempting to
• The process involved in the shaping of ideas, policies and
• The interconnectedness between local and global problems and how interventions at one end directly affects the other
• The challenges presented by our preconceived notions of race, poverty, sexuality, immigration, and
• Intervention strategies that are appropriate for diverse groups and

Discussion Board Participation (45 points)

You will post your views and deconstruct the reading in a professional manner. Discussion policy is included in the syllabus. Discussion tab on Canvas at Canvas.ou.edu.

Elements included in the evaluation of discussion board participation will include evidence of critical thinking, clear identification of the issue, understanding of the problems, and the ability to propose and evaluate solutions. All participants are expected to welcome open expression of opinion, attitudes and beliefs and to accept the legitimacy and value of dissent. In addition to respect for the ideas of your classmates and the instructor, common courtesy is also expected. There are 3 discussion points for every issue. However, 2 points and one point is allocated for inadequate participating (See the rubric below). You are expected to post your original response on the issue and response to the class discussion. You are expected to post an original response pertaining to issues of the reading and post few responses to the comment of a classmate. I encourage you to read other students’ postings.

Discussion Rubric:

One Position Paper (10 points)

This paper is concerned with your personal thoughts and comments on ONE of these reading materials

Fowler, A. (2000). NGDOS as a moment in history: Beyond aid to social entrepreneurship or civic innovation? Third World Quarterly, 21(4). 637-654

Martin, R., & Osberg, S. (2007). Social entrepreneurship: The case for definition. Stanford Social Innovation Review.Retrieved from http://www.ssireview.org/articles/entry/social_entrepreneurship_the_case_for_definition

Mort, G. S., Weerawardena, J., Carnegie, K. (2003). Social entrepreneurship: Towards conceptualization, International Journal of Nonprofit and Voluntary Sector Marketing, 8(1) 78-88.

Rucht, D. (1999). The Transnationalization of social movements: Trends, causes, problems. In D. Della Porta, H. Kriesi, & D. Rucht (Eds.), Social movements in a globalizing world (pp. 206-222). New York: St. Martin’s.

Tripp, A. M. (2006). The evaluation of transnational feminisms: Consensus, conflict and new dynamics. In M.M. Frree & A.M. Tripp (Eds.), Global feminism: Transnational women’s activism, organizing, and human rights (pp. 51-75). New York: New York University Press.

To obtain a grade of (A) you are expected to integrate your thoughts with the reading material and provide appropriate in-text citations while discussing/analyzing the readings. It is important to argue the readings in a professional way by presenting a well-organized, persuasive position with accurate, supporting evidence from at least 6 academic resources (from refereed journals). Refer to the instructions on Paper Structure provided below. It is important that you follow the academic writing guidelines provided in the APA manual.

Position Paper Structure:

APA format, 5-7 pages in length, this does not include the cover and reference pages; Graduate students should provide a minimum of 6 scholarly references (no wikipedia or online sites).

The Position Paper includes your personal thoughts and comments; the format should include an introduction, a brief summary of the reading, your argument with supporting evidence, and a conclusion. (Please refer to the attached rubric, which will help you.) The intention of this paper is not to agree or disagree with the authors, but rather to understand different perspectives.

Due Week 3

Book Review Paper (15 points)

Each student is responsible for reading and writing a review of a book of their choice. The book should include a theme relating to strategies of social change. The outline for the book review will be provided to students in advance of the beginning of the course, posted on Desire to Learn (D2L). This assignment is not to exceed 7-9 double-spaced pages, this does not include the cover and reference pages; each paper is to be formatted using American Psychological Association (APA). I highly recommend that you start a literature review researching critiques on the themes in this book at the beginning of

class. You are expected to share and discuss your interview in an online discussion with your classmates, through the use of the discussion board found on Canvas.

Book Review Structure:

APA format, 7-9 pages in length, this does not include the cover and reference pages; 5-7 scholarly references (NO WIKIPEDIA or online sites).

• Within the book review paper, you will discuss the following:
• State the theme or the research statement of the
• Why is the theme discussed in the book?
• How is this theme connected to change and social strategies?
• Present the authors proposed argument supporting the books
• Provide at least 3 critiques on the book or the theme. Critiques are not necessarily in opposition to each other to the book’s theme, but rather provide multi-perspectives to the understanding of the The critique should be supported by refereed journal articles (NO WIKIPEDIA or online sites).
• Integrate the discussion of the book with the
• Reflect on how the book and the process of writing enforce or contradict some of your personal beliefs regarding the issue(s) discussed in the

Due week 6

Interview a social activist/social leader in grassroots organizations/movements (10 points)

You need to interview an individual who works within a grassroots organization or movement. You do not need to shy away from interviewing individuals who are seen as dissenters by the mainstream perspective on social change. You may interview an individual such as this, as long as they are attempting

to activate/aim for social change for the greater good of society. For example, you could interview an individual that is strategizing for social change on issues such as gay rights or different economic and social policies. The interview should revolve around these three themes: 1) purpose of change, 2) tools assigned for change, and 3) expected outcome. The interview could be face-to-face, over the phone, or through e-mail. I encourage you to develop a rapport with an individual or organization early in the course. If you start late your quality of work will be jeopardized. The issue/organization could be local, regional, or global. You are expected to share and discuss your interview in an online discussion with your classmates, through the use of the discussion board found on Canvas.

Due Week 7

Final paper (20 points)

The final paper should build on and integrate the interview with a social activist or leader in a grassroots movement. Contrast or complement two strategies of change with the interviewee’s methods of social change. These two strategies should be critiqued in terms of methodology and outcome. Please see the outline for further details.

APA format, 7-9 pages in length, this does not include the cover and reference pages; 5-7 scholarly references (NO WIKIPEDIA or online sites).

Your writing should demonstrate graduate level academic standards following APA guidelines Due Week 8

Grading:

This is a letter-graded course: A, B, C, D, or F.

• Position paper- 10 points
• Book Critique- 15 points
• Interview 10 points
• Discussion Board Participation- 45 points
• Final paper- 20 points
• Grade points total-100 Points

Quality of Written Work

All written reports must be typewritten and include references. All reports should follow the format described in the Publication Manual of the American Psychological association (APA) (5^th Ed.). Each paper should include a title page, appropriate citations within the text of the paper and a reference page. In addition, the paper should be carefully researched, grammatically correct and neat in appearance. You will be penalized for poorly written papers. I highly recommend using the Writing Center Facility at OU- Tulsa.

Notice: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may adversely impact Tuition Assistance and/or Financial Aid.

In addition to interaction via Canvas and email contact, students are required to contact the instructor via email or telephone before the beginning of the course term for an initial briefing. Although physical class meetings are not part of this course, participation in all interactive, learning activities is required.

Student assignments and student/instructor communications will be conducted via Canvas, although students may contact the instructor via telephone, postal mail, email, or fax as needed

Notice: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may adversely impact Tuition Assistance and/or Financial Aid.

A grade of “I” is not automatically assigned, but rather must be requested by the student by submitting to the instructor a “Petition for and Work to Remove an Incompleted Grade” form. An “I” can never be used in lieu of an “F” nor can an “I” be assigned because of excessive failure to participate in class activities.

If you experience technical problems, contact Information Technology by visiting their website at: http://webapps.ou.edu/it/ or contacting them by telephone at: (405) 325-HELP (4357).

Materials posted on the OU CANVAS system:

Access CANVAS at http://canvas.ou.edu; enter your OU NetID (4+4) and password, and select course to access the material.

Procedures for Completion of Course Evaluation: 

Upon completion of the course students should go to the Advanced Programs Online Learning Information webpage and click on the applicable semester link under “Online Course Evaluation” which will direct them to the evaluation.  The evaluation will take approximately five minutes to complete.  Completion of the online evaluation is an important tool allowing Advanced Programs to gain information and student feedback for improvement of courses.

Your responses will be kept confidential.  They will be reviewed by the department and only supplied to the professor once grades for the course have been submitted.

Materials posted on the OU CANVAS system:

Access CANVAS at http://canvas.ou.edu; enter your OU NetID (4+4) and password, and select course to access material. Please contact your local the IT Help desk at 405-325-HELP if you require assistance.  IT is available 24/7

Statement about the MHR Program Planner and Human Relations Website

Students should become familiar with the MHR Program Planner that was sent to each student upon admission into the program.  The planner has a description of the HR program objectives and requirements, suggestions for graduate study, financial assistance, and graduation information. Of particular interest is the information on the comprehensive exams and the internship.  For further information please visit the Department of Human Relations Website at: http://www.ou.edu/cas/hr

Reasonable Accommodation Statement

The University of Oklahoma is committed to providing reasonable accommodation for all students with disabilities.  Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunities.  Students with disabilities must be registered with the Office of Disability Services prior to receiving accommodations in this course.  The Office of Disability Services is located in Goddard Health Center, Suite 166, phone 405-325-3852 or TDD only 405-325-4173. For more information please see the Disability Resource Center website http://www.ou.edu/drc/home.html

Civility/Inclusivity Statement:

We understand our members represent a rich variety of backgrounds and perspectives. The Human Relations Department is committed to providing an atmosphere for learning that respects diversity. While working together to build this community we ask all members to:

• share their unique experiences, values and beliefs
• be open to the views of others
• honor the uniqueness of their colleagues
• appreciate the opportunity we have to learn from each other in this community
• value each other’s opinions and communicate in a respectful manner
• keep confidential discussions the community has of a personal (or professional) nature
• use this opportunity together to discuss ways in which we can create an inclusive environment in this course and across the University of Oklahoma community.

Religious Holidays

It is the policy of the University to excuse absences of students that result from religious observances and to provide without a penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays, without penalty.

Attendance/Grade Policy

Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc. are valuable aspects of any course because much of the learning comes from discussions in class with other students. It is expected that you attend all classes and be on time except for excused emergencies.

Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.

If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline is longer than what the University policy allows then you must adhere to the University policy. Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.

Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the education counselor at your local education center for a complete description of your TA or VA requirements.

OU faculty will submit grades online through ONE not later than 30 days after the course end date. Course end dates are approximately one calendar month after the final seminar date on this syllabus and are provided on the official scheduling website for reference.

Academic Integrity and Student Conduct 

Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Therefore all work and all grades should result from the student's own understanding and effort.

Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs when the student either knows or reasonably should know that the act constitutes misconduct. Academic misconduct includes: cheating and using unauthorized materials on examinations and other assignments; improper collaboration, submitting the same assignment for different classes (self-plagiarism); fabrication, forgery, alteration of documents, lying, etc…in order to obtain an academic advantage; assisting others in academic misconduct; attempting to commit academic misconduct; destruction of property, hacking, etc…; intimidation and interference with integrity process; and plagiarism. All students should review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html 

Students and faculty each have responsibility for maintaining an appropriate learning environment. All students should review policies regarding student conduct at http://studentconduct.ou.edu/ 

Accommodation Statement

The University of Oklahoma is committed to making its activities as accessible as possible. For accommodations on the basis of disability, please contact your local OU Site Director.

Adjustment for Pregnancy/Childbirth-Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact the professor as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see http://www.ou.edu/content/eoo/faqs/pregnancy-faqs.html. 

Title IX Resources

For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at smo@ou.edu or (405) 325-2215 (8-5), or the Sexual Assault Response Team at (405) 615 -0013 (24/7) to report an incident. To learn more about Title IX, please visit the Institutional Equity Office’s website at http://www.ou.edu/content/eoo.html 

Course Policies

Extended Campus (also and formerly known as Advanced Programs) policy is to order books in paperback if available. Courses, dates, and professors are subject to change. Please check with your OU Site Director. Students should retain a copy of any assignments that are e/mailed to the professor for the course. Neither duplicating services nor office supplies are provided.

Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.

For more information about OU Extended Campus, visit our website at: http://www.goou.ou.edu/

Statement on Respect

The classroom should provide a safe learning environment where students can express their views without fear of reprisal. That freedom of expression must be balanced by demonstrated respect for other’s viewpoints and appropriate and reasonable sensitivity, especially within the context of scholarly disagreement.  Disrespectful or uncivil dialogue (including, but not limited to, personal attacks, insults, or harassment) will not be tolerated.

Recording Devices/Phones/Computers

It is important for students to be fully present during class to fully benefit from lectures, discussions, and experiential assignments. Class sessions may not be tape-recorded. All telephones and pagers should be turned off or placed on silent mode. Computers may not be used during class. Students who require an exception to this policy should discuss exceptional circumstances with the professor.

Janette Habashi, Ph.D.

Education

•         2004 Educational Psychology, PhD. Kent State University

•         1994 Master of Counseling in Education (M.Ed.), Center of International Studies, Newcastle Upon Tyne, U.K.

•         1991 Bachelor of Science (B.S.), Social Work, Bethlehem University, Palestine

Current Positions

Associate Professor, Department of Human Relations, University of Oklahoma

Major Areas of Teaching and Research Interest

•         Social Science theories

•         Qualitative research

•         My research interest is children and indigenous discourse.

Representative Publications and Presentations Refereed Publications

•         Habashi, J. (Accepted). Children writers: methodology of the rights-based approach. International Journal of Children’s Rights

•         Habashi, J. (Accepted). Palestinian children: Authors of collective memory. Children and Society.

•         Hathcoat, J, & Habashi, J. (Accepted). Ontological categories of truth and the perceived conflict among science and religion. Cultural Studies of Science

Education.

•         Habashi, J. (2012). Colonial Guilt and the Recycling of Oppression: The Merit of Unofficial History in Transforming the State’s Narrative. Diaspora, Indigenous, and Minority Education: An International Journal, 6, 50-59.

•         Habashi, J., Wright, L., Hathcoat, J. (2012). Patterns of Human Development Indicators across Constitutional analysis of children’s rights. Social Indicators Research, 105, 63-73.

•         Habashi, J. (2011). Children's agency and Islam: Unexpected paths to solidarity. Children's Geographies. 9, 131-144.

•         Habashi, J., Driskill, S., Long, J., & DeFalco, P. (2010). Constitutional Analysis: A Proclamation of Children’s Right to Protection, Provision, and Participation. International Journal of Children’s Rights, 1, 267-290.

•         Habashi, J., & Worley, J. (2009). Child Geopolitical Agency: A Mixed Methods Case Study. Journal of Mixed Methods Research, 3(1), 42-64.

•         Habashi, J. (2008). Political language of socialization: Language as resistance, Children's Geographies, 6 (3), 269-280.

•         Habashi, J. (2008). Palestinian children crafting national identity. Childhood: A Global Journal of Child Research, 15(1), 12-29.

•         Habashi, J. (2005). Creating indigenous discourse: History, power and imperialism in academia. Qualitative Inquiry, 11(5), 711-788.

•         Verma, G. K., & Habashi, J. (2005). Incorporating themes of contextualized curriculum in a science methods course: Analyzing perceptions of pre-service middle school teachers in multicultural education. Research and Practice [Online journal], 1 (1), 24-47.

•         Habashi, J. (2003). Locating Black women’s educational experience: In the context of community. Exploring Adult Literacy, V5.

•         McLaren, P., & Habashi, J. (2000). Shedding a legacy of oppression: The turmoil of Palestinian education. International Journal of Educational Reform, 9 (4), 361-368.

•         Published Refereed Book Chapters in Scholarly Books and Monographs

•         Habashi, J. (accepted). Political language of socialization: Language as resistance. In Savyasaachi & R. Kumar (Eds.), Social Movements, Dissent and Transformative Action. New Delhi: Routledge.

•         Habashi, J. (2005). Freedom Speaks. In L.D. Soto and B.B. Swadener (Eds.) Power and Voice in Research with Children (21-34). New York: Peter Lang.

Under Review Articles for Refereed Journals

•         Habashi, J., & Worley, J. (under review). Children's political affiliation: Transcending local politics. Social Science Quarterly.

•         Habashi, J. (under review). Children's religious agency: Conceptualizing Islamic idioms of resistance. AREA

•         Habashi, J. (under review) Morality of resistance in children’s daily living: What is wrong/ right? Children and Society.

•         Habashi, J. (under review). By default: the researcher ownership of knowledge. Qualitative Inquiry.

•         Worley, J., & Habashi, J. Mixed methods research: A pragmatic approach for transcending the Cartesian meta-paradigm. Journal of Mixed Methods Research.

Research Projects in Progress

•         Habashi, J. (in progress). Children’s age of responsibility: Analysis of social political on the age of maturity. This project uses content analysis in identifying the discrepancy of children’s age of responsibility in three main areas: crime, heath and community engagement.

•         Habashi, J. (in progress). Children’s historical images: Analysis of religious discourse in three constitutions. This project uses content analysis to deconstruct children’s capacities in three nation-states which adopt religion as a fundamental element of their constitution.

•         Habashi, J. (in progress). Imprinting children’s participation in the Palestinian constitution: The democratization of children in international settings? This project is a conceptualize piece that will set the foundation for a grant proposal.

•         Habashi, J. (in progress). Intergenerational dialogue: children collecting historical narratives. This project provides an analysis of the intergenerational narrative whereby children are active in creating a digital oral history.

Refereed Abstracts or Proceedings

Habashi, J., & Verma, G. (2003). Multicultural Education: Examining Historical Memories and Language Implementation Policies in India. In J. Zasonen & L. Lestinen (Eds.), Teaching and Learning for Intercultural Understanding, Human rights and a Culture of Peace, Annual Vol. 1. (1), 1-4, Jyvaskyla, Finland: UNESCO Conference on Intercultural Education.

Non-refereed Articles

•         Blanchet-Cohen, N., Habashi, J., Lundy, L., Murray, C. Musomi, M., Ndimande, B., Phatudi, N., Polakow. Polakow., Smith, K., & Swadener, B. (2011). Children’s Rights in Cultural Contexts, Una Working Paper 7, Belfast: Una. http://www.unaglobal.org.

•         Habashi, J. (2011). The Empathetic Youth Culture: Political Socialization, Value Affiliation, and Transnational Identity. (White Paper ID 167). Directorate for Social, Behavioral, and Economic Sciences. 2011. SBE 2020 National Science Foundation.

•         Blanchet-Cohen, N., Habashi, J., Lundy, L., Murray, C. Musomi, M., Ndimande, B., Phatudi, N., Polakow. Polakow., Smith, K., & Swadener, B. (2010). Children’s Rights in Una and Beyond: Transnational Perspectives. Una Working Paper 7, Belfast: Una. http://www.unaglobal.org

•         Habashi, J. (2007). Research experience for teachers (RET): Oklahoma site (NSF Grant N. 0602051) Division of Engineering Education and Centers, National Science Foundation

•         Rogers, L., Safford, J., Kabha, O., & Habashi, J. (April 2001). A qualitative study of day care plus: Children, providers, and the consultation process. Positive Education Program of Cuyahoga County and Starting Point. Cleveland, OH.

Representative Honors and Awards Received

•         Present Awarded $500,000 by a private philanthropist to fund the development of a gifted program for Palestinian children.

•         Present Invited to be on the Editorial Review Board for the American Research Association Journal- Teaching, Human Development and Learning.

•         2011 International Alumni Award, Kent State University, Ohio

•         2005-Present Invited to be on the Editorial Review Board for the Research and Practice Online Journal (for second time). Published two times a year to provide a scholarly space for the “subaltern” and “subjugated knowledge(s)” to speak (Cross- listed under national service).

•         2008-2009 Speaker, in the international research project, Children Living Rights: Theorizing Children’s Rights in International Development. Institut Universitaire Kurt Bösch, Switzerland.

•         2005-2006 Fellowship Award, Child on the Wing Rockefeller Foundation Resident Fellowships Program, Humanities and the Study of Culture Program, Johns Hopkins University, Baltimore, MD.

•         2005-2006 Presidential International Travel Fellowship Award. International Programs Center, University of Oklahoma, OK.

•         2005-2006 Nominated for outstanding dissertation award at the American Education Research Association. Social Context in Education (Division G), San Francisco, CA.

•         2001 & 2003 Center Scholarship. Center for International and Intercultural Education, Kent State University, Kent, OH.

•         2002 Graduate Student Senate, Outstanding Dissertation Award. Kent State University, Kent, OH.

•         2000 College of Education Award for Outstanding Achievement in Leadership. Scholarship and Services, Kent State University, Kent, OH. Major Professional Affiliations American Educational Research Association