Current Problems in Human Relations

This online course is designed to expose seminar participants to an in-depth scholarly, objective, and professional analysis of some of the major human relations problems facing our society.  Specifically, this course concentrates on the problem areas of social inequality (class, gender, and race), intrapersonal and interpersonal tension (individual stress and personal relations in groups and with others), and intra/inter group tension (multicultural and multinational). Also, the course provides recent contextual, demographic, and statistical data bearing on these problems. In addition to major social changes and consequences, policies and strategies to address these are identified, analyzed, and assessed relative to past and future effectiveness. 

         The course is developed and revolves around major conceptualizations of human relations problems, changes, and policy considerations.  A wide variety of teaching and instructional approaches are employed in the course.

This is a three-credit hour online course. Please see your local Site Director or email our online site coordinator at [email protected]

Student materials are available at the OU Bookstore Website at https://ou.textbookx.com/institutional/index.php. The website has book selling, renting, buying, returning, and order tracking capabilities. If you need help with an order, or if you have any questions contact the toll-free phone at 1-(855)-790-6637, agents are available from 9a – 5p (EST) Monday – Friday. Text prices are available online

This course will use materials from multiple open-access sources, as well as primary sources available through the University of Oklahoma Libraries. Therefore, there are no required textbooks for this class. Instead, I will assemble open-access resources and will be posted in the course documents portion of the class on canvas.ou.edu and will provide you with a solid foundation for our class discussions and activities.

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

1. Interpret the historical development that contributed to the existence of societal problems.
2. Identify the interdependence or interrelation of different social issues
3. Analyze policies that are in place to address a current problem and how it contributed to maintain the issue.
4. Critical analysis of the status of a social problem.
5. Develop a plan of advocacy and activism around a specific issue related to human relations.
6. Describe meaningful intervention to eliminate the issue

This course involves reading, in-class exercises, open discussion, oral presentations, use of videos, and written assignments. Attendance is mandatory; class absences may affect your final grade. 

Points to remember: These class meetings are considered a valued and important part of the learning experience and students are expected to come to class prepared to discuss readings, current topics, and to participate in small group exercises.  In light of this, there should be

No texting, or accessing the internet, or checking e-mail, during class. 

The final assignment is a group effort.

For every day an assignment is late, you will receive 2 reduced grade points.

I welcome any inquiry regarding the course, however, as a university student, you should demonstrate the ability to articulate your concerns or questions clearly, rather than simply using the term “confused”.

Assignments

1. Discussion and class participation. Each student will share, discuss, and deconstruct the reading in a professional manner. 30 points.

Elements included in the evaluation of participation are 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.

Full credit for this assignment, Discussion Participation, is worth 30 points.

1. White Privilege Paper. The paper is concerned with your personal thoughts and comments on the assigned book chapter on White Privilege. However, in order to obtain a grade of (A) you need to integrate your thoughts with the reading material and make sure you include citations while discussing/analyzing the reading. It is important to argue the reading in a professional way by presenting a well-organized, persuasive argument with accurate, supporting evidence. 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 argue the different perspectives. Paper: 6-7 double-spaced pages, this would not include the cover page and reference page, each paper is to be formatted using American Psychological Association (APA). A minimum of 7 references for (e.g., refereed journal articles, books, monographs, or government reports) are expected (No Wikipedia or online sites).

Full credit for this assignment, White Privilege Paper is worth 15 points

2. Review of a Book Paper. Each student is responsible for reading and writing a review of an academic book of your choice which presents a current social problem and approved by the instructor. The book should not be older than 12 years old and not self-published. You need to check with the professor on the book before starting. Additionally, each student is expected to write his/her thoughts, questions, and challenges in implementing solutions to the social problem. The outline for the book review will be provided to students in advance of the beginning of the course, posted on Canvas. This assignment is not to exceed 7-9 double-spaced pages, this would not include the cover page and reference page, each paper is to be formatted using American Psychological Association (APA). I highly recommend that you start researching a topic and communicate with me soon about a book. Post your paper via a link on Canvas. APA format, 7-9 pages in length, plus a separate reference page; 7-9 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 book.
• Why is the theme discussed in the book?
• How is this theme connected to current problems?
• Present the authors proposed argument supporting the books theme.
• 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 issue. The critique should be supported by refereed journal articles (No Wikipedia or online sites).
• Integrate the discussion of the book with the critiques.
• 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 book.

• .

Full credit for this assignment, Review of Book Paper is worth 20 point

2. Book Report Presentation. Each student is expected to prepare and present their book report to the class. The presentation should be concise and explain how it is relates to the premise of the course. Presentations are to be between 5 and 10 minutes each.

Full credit for this assignment, Book Report Presentation is worth 5 points

3. Advocacy Plan. The major semester assignment is a group effort. The professor will randomly assign students to work groups on the first day of class.  Students are responsible for selecting a relevant current problem for which they will develop an advocacy plan.  It is preferred that the advocacy plan is developed in conjunction with some existing group, organization, or community.  A written outline will be provided to students for this assignment.  This assignment will be graded on the basis of significance/relevance as described in the paper, clarity, coherence, review and integration of the literature, specific issues that emerge from the literature for human relations’ focus, and the practicality of the plan itself.  One copy of the finished product will be provided to the collaborating group, organization, or community upon completion.  Two copies should be submitted to the professor; only one will be graded and returned. This assignment is not to exceed 25 double-spaced pages, exclusive of attachments and *references; this would not include the cover page and reference page, each paper is to be formatted using American Psychological Association (APA).  A minimum of *16 references are expected for each paper, half of which must be legitimate professional sources (e.g., refereed journal articles, books, monographs, or government reports).  On occasion, some group members wind up shouldering the load for others who elect not to participate to the fullest extent.  Non-participating group members may be voted out of the work group in consultation with the professor.  If this occurs, the student that was voted out of the group will be responsible for completing all of the components of the research project on his or her own.   

Full credit for this assignment, Advocacy Plan Group Paper is worth 25 points

4. Each group is expected to orally present the advocacy plan they have developed to the class. The presentation will be evaluated by the student audience.  Evaluation sheets will be shared with presenting groups after the end of the semester.

Full credit for this assignment, Advocacy Plan Group Presentation is worth 5 points.

1. Discussion Board Participation: 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.    45 points.

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:

2. White Privilege Paper. The paper is concerned with your personal thoughts and comments on the assigned book chapter on White Privilege. However, in order to obtain a grade of (A) you need to integrate your thoughts with the reading material and make sure you include citations while discussing/analyzing the reading. It is important to argue the reading in a professional way by presenting a well-organized, persuasive argument with accurate, supporting evidence. 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 argue the different perspectives. Paper: 6-7 double-spaced pages, this would not include the cover page and reference page, each paper is to be formatted using American Psychological Association (APA). A minimum of 7 references for (e.g., refereed journal articles, books, monographs, or government reports) are expected (No Wikipedia or online sites).

Full credit for this assignment White Privilege Paper is worth 15 points

3. Reaction Paper: the reaction paper is a scholarly forum and its intent is to respond to one of the readings and you are expected to cite outside academic references. This assignment is not to exceed 7 double-spaced pages, exclusive of attachments and references; this would not include the cover page and reference page, each paper is to be formatted using American Psychological Association (APA). A minimum of 7 references for (e.g., refereed journal articles, books, monographs, or government reports) are expected (No Wikipedia or online sites).

Full credit for this assignment is worth 10 points

4. Review of a Book Paper: Each student is responsible for reading and writing a review of a book of your choice which presents a current social problem, and approved by the instructor. You need to check with the professor on the book before starting. Additionally, each student is expected to write his/her thoughts, questions, and challenges in implementing solutions to the social problem. The outline for the book review will be provided to students in advance of the beginning of the course, posted on Canvas. This assignment is not to exceed 7-9 double-spaced pages, this would not include the cover page and reference page, each paper is to be formatted using American Psychological Association (APA). I highly recommend that you start researching a topic and communicate with me soon about a book. Post your paper via a link on Canvas. APA format, 7-9 pages in length, plus a separate reference page; 7-9 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 book.
• Why is the theme discussed in the book?
• How is this theme connected to current problems?
• Present the authors proposed argument supporting the books theme.
• 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 issue. The critique should be supported by refereed journal articles (No Wikipedia or online sites).
• Integrate the discussion of the book with the critiques.
• 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 book.

Full credit for this assignment, Review of Book Paper is worth 20 point

5. Summary Post of the Book Report: Post a summary of the book in a format of a discussion. There will be discussion board designated to this assignment. You need to follow the same guideline as the online discussion

Full credit for this assignment, Review of Book Paper is worth 10 point

Grading Policy

This is a letter-graded course: A, B, C, D, or F. Grades are based on total points, which are earned via objective and subjective scoring.  A=90%, B=80%, C= 70%, D=60%

Subjective criteria for evaluating your work will be quality of individual writing assignments, participation/quality in group papers, presentations, and discussions. Attendance and completion of work in a punctual manner are also part of the evaluation process.

DEEP VS. SURFACE LEARNING

For letter-graded courses: A, B, C, D, or F. Grades are based on total points, which are earned via objective and subjective scoring.  A=90%, B=80%, C= 70%, D=60%

Subjective criteria for evaluating work include quality of individual writing assignments, participation/quality in group papers, presentations, and discussions. Attendance and completion of work in a punctual manner are also part of the evaluation process.

Excellent Work

Writing demonstrates unusual competence; obvious analytical thinking with thoughtful evaluation; outstanding contributions to group presentations, papers and group discussions. Student exhibits a continuous and enthusiastic effort over the course of the class. Manifests initiative, meets all deadlines and due dates and no absences. Deep Learning, understanding of content and applications to real world.

Good Work

Writing demonstrates competence; interpretive/inferential thinking, drawing conclusions, and reading between the lines; strong contribution to group presentations; active participation in group discussions, meets all due dates. Missed parts of classes. Deep & Surface Learning, understanding of some course content, possible examples.
Average Work
Individual writing is competent; literal thinking and mere regurgitation of readings; some contribution to group presentations and papers; occasionally contributes to group discussions. Meets all due dates. Missed classes. Surface Learning, overview of content.
Unsuccessful Work

 Individual writing suggests or demonstrates incompetence. Little thought to developing ideas. Periodic contributions to group presentations, papers and discussions. Forgetfulness regarding assignments, due dates. Missed classes, arrived late or early exits.

Attendance and Participation

Attendance and participation are important in any class 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 emergencies. You will be expected to read all material for class and participate in discussions.

Attendance Policy: you may have two (2) hours of absence without penalty to allow for emergencies and unforeseen events. Then, two (2) points will be deducted from your grade for each hour missed.

A late assignment will incur a penalty. If you miss class because of an emergency, please make arrangements with the professor. Two (2) grade levels will be deducted from the total possible

points for each day the assignment is late.

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 [email protected] 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.

Curriculum Vita

University Address:

University of Oklahoma

Human Relations Department

601 Elm Avenue, Suite 728

Norman, OK 73019

Office: 918-325-1756

Academic Record

1998- 2004       Ph.D. in Educational Psychology, Kent State University, Kent, OH

• Dissertation Title: Political Socialization of Palestinian Children: Children as geopolitical agents
• Dissertation Directors: Drs. Linda Rogers and Dennis Hart

1992-1994        Master of Counseling in Education (M.Ed.) Center of International Studies, Newcastle Upon Tyne, United Kingdom

1988-1991        Bachelor of Science (B.S.) - Bethlehem University, Palestine

• Social Work

Further Education

1998-1999        Certificate in Leadership, International Forum for Social Change International Course in Leadership and Transformation, Paris, France

1997-1998        Licensed Consultant for Social Workers School of Social Work, Hebrew University, Jerusalem Diploma in Education

1992-1993        Diploma in Education, Special Need Education, Center of International Studies, New Castle Upon Tyne, United Kingdom.

1988-1989        Montessori Certified Teacher

                        Classroom Director of Primary Education, Montessori Institution of America, Jerusalem

Chronology Of Employment

2018- Present   Professor

Department of Human Relations

                        College of Arts & Sciences

                        University of Oklahoma, Norman, Oklahoma

2019- 2021       Program Director of Diversity, Equity and Social Justice

Department of Human Relations

College of Arts & Sciences

University of Oklahoma, Norman, Oklahoma

2011- 2018       Associate Professor

Department of Human Relations

College of Arts & Sciences

University of Oklahoma, Norman, Oklahoma

2015- Present   Affiliate Professor

Women's and Gender Studies

University of Oklahoma, Norman, Oklahoma

2005-2011        Assistant Professor

Department of Human Relations

College of Arts and Sciences,

University of Oklahoma Tulsa, Oklahoma

2003-2005        Senior Lecturer

Department of Curriculum Studies and Department of Foundation and Leadership University of Akron, Akron, Ohio

1999-2003        Teaching Fellow

Department of Education Foundation and Special Services.

Kent State University, Kent, Ohio

2000-2001        Research Assistant

Positive Education Program Plus, Kent State University, Cleveland, Ohio.

Responsibilities included observing 32 day-care centers, interviewing the administrators, and analyzing data.

1998-1999         Research Graduate Assistant

Educational Foundation and Special Services, Kent State University, Kent, Ohio.

• Assisting Dr. Rogers in her research, administrative work, and teaching and grading student work.

1997-1998        Research Assistant

School of Justice Studies, Hebrew University, Jerusalem

• The research focused of the victimization of women. Responsibilities included interviewing abused women, field coordination, and data collection.

1994-1996        Lecturer

Continuing Education, Birzeit University, Birzeit, Palestine

• Counseling Skills
• Multidimensional Understanding of Childhood Coping Strategies

Research And Scholarship

Refereed Publications

Habashi, J. (2022 Accepted). Markers of Palestinian Youth Political Socialization during the British Mandate. British Journal of Middle Eastern Studies

Habashi, J.  (2019). Palestinian Children: A Transformation of National Identity in the Abbas Era. Fennia International Journal of Geography. 197(1) 77-93

Habashi, J. (2018). Children and Borders – Palestine. Sage Encyclopedia of Children and Childhood Studies.

Salazar Perez, M., Saavedra, C., & Habashi, J. (2017). Rethinking global north onto-epistemologies in childhood studies. Global Studies of Childhood, 7(2), 79-83.

Habashi, J. (2016). Arab Indigenous Discourse: Social Imaginary Alternative to Decolonizing Methodology. International Review of Qualitative Research. 8(4), 493-508

Habashi, J. (2015). The Palestinian path to the Convention on the Rights of the Child: Anticipation and discussion. Global Studies of Childhood, 5(2), 122-131.

Habashi, J. & Worley, J. (2014). Children's projected political affiliation: Transcending local politics.Children's Geographies. 12(2), 205-218.

Habashi, J. (2013). Children writers: methodology of the rights-based approach. International Journal of Children’s Rights, 21(1), 12-24.

Habashi, J. (2013). Palestinian children: Authors of collective memory. Children and Society. 27(6), 421-433.

Habashi, J. (2012). Children’s religious agency: Conceptualizing Islamic idioms of resistance. AREA. 45(2), 155-161.

Hathcoat, J, & Habashi, J. (2012). Ontological categories of truth and the perceived conflict among science and religion. Cultural Studies of Science Education, 8, 399-401.

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. (2010). Freedom speaks. International Critical Childhood Policy Studies, 3(1), 30-48. (Reprinted from Power & Voice in Research with Children pp. 21-34, by L.D. Soto and B.B. Swadener, Eds., 2005, New York: Peter Lang).

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). Language of political 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. Retrieved on August 20, 2003 from http://literacy.kent.edu/cra/

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 Scholarly Books

Habashi, J. (2017). Political socialization of youth: A Palestinian case study. New York, NY: Palgrave Macmillan.

Swadener, B., Lundy, L., Habashi, J., & Blanchet-Cohen, N. (2013). Children's Rights and Education: International Perspectives (Rethinking Childhood) (Eds). New York, NY: Peter Lang

Published Refereed Book Chapters in Scholarly Books and Monographs

Peters, L., Habashi, J., & Anderson, I. (In press). Early Childhood Sustainability Practices. In Tesar, M. (Ed.), Encyclopedia of Social Justice in Education – Early Childhoods and Childhood Studies, London: Bloomsbury.

Peters, L., Decat, E., Damjanovic, V., Mosher, M., Dickson, C., and Habashi, J. (2021). Fostering      Community and Environmental Sustainability in Early Childhood: A Project on Living Things in a Preschool Classroom. In N.J. Yelland, L. Peters, N. Fairchild, M. Tesar, M.S. Perez (Eds.) The SAGE Handbook of Global Childhoods (pp). SAGE Publications Ltd.

Habashi, J. (2019 Accepted). Subjection of Palestinian children’s political agency: Beyond the family discourse.  In Heidi Morrison, Palestinian Children: Targets of Settler Colonialism, Agents of National Struggle. Edited Volume (Children, Youth and Ware Series). Atlanta: University of George Press.

Habashi, J. (2018). Creating indigenous discourse: History, power, and imperialism in academia, Palestinian Case. In E. Fiddian-Qasmiyeh., Patricia Daley Routledge Handbook of South-South Relations, (112-119). NY: Routledge. (Reprinted from International Review of Qualitative Research. 8(4), 493-508).

Habashi, J. (2018 Accepted). Subjection of Palestinian children’s political agency: Beyond the family. In Palestinian Children: Targets of Settler Colonialism, Agents of National Struggle.

Habashi, J. (2016). Female political morality in Palestine: Children’s perspectives. K.P. Kallio et al. (eds.), Politics, Citizenship and Rights, Geographies of Children and Young People, (291-307), London: Springer.

Habashi, J. (2014). [Im]possibilities of reinvention of Palestinian Early Childhood Education. In Mimi Bloch, M., Swadener, B., & Cannella, G. Reconceptualizing Early Childhood Care and Education: Critical Questions, New Imaginaries and Social Activism, (303-311). New York, NY: Peter Lang.

Habashi, J. (2014). Political language of socialization: Language as resistance. In Savyasaachi & R. Kumar (Eds.), Social Movements, Dissent and Transformative Action. New Delhi: Routledge. (Reprinted from Children’s Geographies, pp. 269-280).

Habashi, J. (2013). Intersections of Education and Freedom of Religion Rights in the UNCRC and in Practice. In Swadener, B., Lundy, L, Habashi, J., & Blanchet-Cohen, N. (Eds.), Children's Rights and Education: International Perspectives (Rethinking Childhood), (237-248). New York, NY: Peter Lang.

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.

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.

Research Projects in Progress

Habashi, J. (in progress). Palestinian children during British Manadate.

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.

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.

Awards And Research Grants

International Research

2022-2024        The civic potential of climate mobility HUMANE–CLIMATE. he Academy of Finland, Tampere University

2018                 Invited to join Children’s Views and Voices Network. Arizona State University, Tempe, Arizona.

2010- 2012       Invited to join Una, Children’s Rights Learning Group and Initiative on Children and Ethnic Diversity. Project Funded by Bernard van Leer Foundation and The Atlantic Philanthropies.

Funded National and State Grants

Anderson, I., & Habashi, J.,& Peters, P., & Damjanovic, V. (2022). Sustainability teacher practice in early childhood. (Would be submitted to Spencer Foundation)

Refai, H., Nanny, M., O'hair, M., Shehab, R &, Habashi, J. (2006-2009, 20 % effort as Co-PI; $400,050,00). Research Experience for Teachers in Engineering. Project proposal, NSF Engineering Division. PI Dr. Hazem Refai.

• Wrote, submitted, and directed the science and mathematics education section of urban schools in the State of Oklahoma. This grant along with other Co-PIs facilitated high school science and mathematics teachers in conceptual understandings and abilities to implement research-based pedagogy in the classroom

Funded Internal Grants

Habashi, J. (2018, $7,700). Morris Family Foundation. This project focus on training low-income women in the West Bank with employment skills.

Habashi J. (2013, $6,900). Principle Investigator, Research Council, University of Oklahoma, Oklahoma.

Habashi, J. (2008-2009, $6000). Principal Investigator, Graduate College Grant, Junior Faculty Summer Fellowship, College of Arts and Sciences, University of Oklahoma, Oklahoma.

Habashi, J. (2007-2009, $6000). Principal Investigator. Graduate College Grant. University of Oklahoma, Oklahoma.

Habashi, J. (2005-2015, $15,600). Principal Investigator. Faculty Enrichment Grant. University of Oklahoma, Oklahoma, Oklahoma. The grants were given consecutive across six years.

Habashi, J. (2005-2006, $6000). Principal Investigator, Graduate College Grant, Junior

Habashi, J. (2004). Faculty Summer Fellowship, College of Arts and Sciences, University of Oklahoma, Oklahoma.

Unfunded Internal and National Grants

Habashi, J. (xxxx) Patterns of engagement and social trust. Project proposal, NSF Sociology division. This grant proposal would have explored the construct of social capital. It would have taken place over three years, in three cities (Texas, Tulsa, and Atlanta), with two distinct immigrant populations.

Habashi, J. (2008, $2,500). Children’s Reflections on Gender Differences in Political Socialization. Project proposal, University of Oklahoma Faculty Senate Research. This project would have brought light to gender differences and examine how they impact the political socialization and moral development of children in Palestine.

Scholarly Honors, Awards, and Distinctions

2019                 Award, Contribution to the Middle East Symposium on Amplifying women’s Leadership. University of Texas Rio Grande Valley, Texas.

2018                 Nominated for Teachers Insurance and Annuity Association of America (TIAA) Difference Maker 100 recognizing those who work for non-profit organizations and have a positive impact on the world.

2017                 Nominated as a speaker at TEDWomen 2017, New Orleans, Louisiana to showcase Childs Cup Full as an organization that provides sustainable livelihoods for refugee through social enterprise.

2017                 Invited as a participant at Artisan Leadership Summit/ NEST, New York, New York.

2017                 Award $143,000 by The U.S.-Middle East Partnership Initiative (MEPI) for training refugee in the West Bank.

2016                 Research advisor for Political Presence as a Right, Reality and Practice of Child (POLYCHILD). Principal investigator Krisi P. Kallio, School of Management, University of Tampere, Finland.

2015                 Peacemaker of Month (July) by People’s World Peace Project for leading the non-profit Child’s Cup Full.

2014                 Outstanding Reviewer for 2013 of the American Educational Research Journal Teaching Learning and Human Development and AERJ.

2014                 Award $500,000 by a private philanthropist to support Child’s Cup Full, a women empowerment organization.

2011                 Recipient of the International Alumni Award, Kent State University, Ohio.

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, Maryland.

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

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

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

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

2001                 College of Education Award for Outstanding Achievement in Leadership. Scholarship and Services, Kent State University, Kent, Ohio.

Scholarly Presentations and Papers

Invited International Presentations      

Habashi., J. (2022). Markers of Palestinian Youth Political Socialization. Children’s Studies Minor Speaker    Series. Illinois State University. IL.

Habashi., J. (2022). Changing the discourse: Cultivating Resources in Higher Education. Children’s Studies Minor Speaker Series. Illinois State University. IL.

Habashi, J., Yura, C., & Marxuach , G (2022). Building Entrepreneurial Ecosystems. Meyer Business on the Frontline Form. University of Notre Dame, IN.

Zemrani, A., Habashi, J., & Jodeh, I. (2019). Amplifying Women’s Leadership Across the Middle East: A   Dialogue at UTRGV.  (3 parts)       

Habashi, J. (2018). Keynote Speaker, Fair Trade Curricula and Funds of Knowledge in Early Childhood Education, SC First Steps to School Readiness, Columbia, South Carolina.

Habashi, J. (2016). Resistance, resilience and reworking of Palestinian children: a daily event. Early Childhood Research Centre, University of Roehampton. London, England.

Habashi, J. (2015). Community empowerment: the power of change. Get into the Middle East, Norman, Oklahoma.

Habashi, J. (2013). Interculturality (Coexistence and respect of different cultures. The richness of culture). Helsinki España Human Dimension University Volunteers Program. University of Oklahoma and Tulsa Community College. Tulsa, Oklahoma

Habashi, J. (2012). Diversity & Dialogue (D2): Decoding the Language of Race in Politics. Panel member. Presented at Tulsa Young Professionals (TYPROS), Campbell Hotel, Tulsa, OK.

Habashi, J. (2012). Social entrepreneur: development of socially minded educational center, Presented at the Bangladeshi entrepreneurs seminar, hosted by the Gaylord College of Journalism University of Oklahoman. Norman, OK.

Habashi, J. (2012). The cultural meaning of celebrating sisterhood in the Middle East: views from the unknown, Presented at Women’s History Month, hosted by the Tulsa Public Schools, Fulton Center. Tulsa, OK.

Habashi, J. (2011). International Women’s Day in Palestine. Presented at International Women’s Day, Hosted by the Director of the Center for Studies in Democracy and Culture and Tulsa Global Alliance. Tulsa, OK.

Habashi, J. (2010). The language of political socialization: Palestinian children constructing the world jihad. Paper presented at Cass School of Education. Stratford Campus. East London University. United Kingdom.

Habashi, J. (2010). The Language of Resistance: Palestinian Children Constructing the Word “JIHAD”. Paper presented at School of Education Queen University, Belfast, Northern Ireland.

Habashi, J. (2008-2009). Children living rights: Theorizing children’s rights in international development. Institut Universitaire Kurt Bösch, Switzerland.

Refereed Presentations at National and International Professional Meetings

International Refereed Meetings

Habashi, J., & peters, L. (2019). Toward Inquiry-Based Sustainability Pedagogies in Early Childhood: Children's (Be)longings in Global Communities. Paper presented at the Reconceptualizing Early Childhood education 27th Annual Conference. New Mexico state University. New Mexico.

Habashi, J. (2017). Resistance to neoliberal agenda in Palestinian early childhood education. Paper presented at the Reconceptualizing Early Childhood Education 25th Annual Conference. Toronto, Canada

Habashi, J. (2016). Social identifiers intersectionality of youth agency approach to activism. Paper presented at Reconceptualizing Early Childhood Education 24nd Annual Conference. Taupo, New Zealand.

Habashi, J. (2015). Apathy vs. activism among Palestinian children. Paper presented at Reconceptualizing Early Childhood Education 23nd Annual Conference. Blanchardstown Institute of Technology Dublin, Ireland.

Habashi, J. (2014). Resistance for early childhood education: A possibility in Palestine. Paper presented at Reconceptualizing Early Childhood Education 22nd Annual Conference, Kent State University, Ohio.

Habashi, J. (2013). The reinvention of Palestinian early childhood education. Paper presented at Reconceptualizing Early Childhood Education 21st Annual Conference, Nairobi, Kenya.

Habashi, J. (2011). Reframing right-based research through the Palestinian children keeping journals study. Presented at Reconceptualizing Early Childhood Education 19th Annual Conference, University of East London, England.

Habashi, J. (2011).  The paradox of advocating children’s rights: Not all children are equal in Palestine. Presented at Una: Global Bienial Conference, Amsterdam, Netherlands.

Habashi, J. (2010). Youth participation in US Welfare Policy. Paper presented at Una, Belfast, Northern Ireland.

Habashi, J. (2009). Manifesto of religious reinvention: Unexpected paths to solidarity. Paper presented Living Rights: Theorizing Children’s rights in international development, Institut Universitaire Kurt Bosch, & University of Amsterdam, Switzerland.

Habashi, J., Driskill, S., DeFalco, P. (2009). Childhood voices from Palestine. Paper presented at Reconceptualizing Early Childhood Education 17th Annual Conference, Bethlehem, Palestine.

Habashi, J., Worley, J., Lang, J., & Wright, L. (2009) Children’s political affiliation: Transcending local politics. Paper presented at Reconceptualizing Early Childhood Education 17th Annual Conference, Bethlehem, Palestine.

Swadener, B., An-Chi, L., Valente, J., Habashi, J., & Welte, S. (2008). Children’s rights and voices: Interdisciplinary and cross-national perspectives. Paper presented at The 16th Conference of Reconceptualizing Early Childhood Education: Research, Theory, Practice and Policy, British Columbia, Canada.

Habashi, J. (2007). Marginalized young children making sense of immigration and globalization. Paper presented at The 15th Conference of Reconceptualizing Early Childhood Education: Research, Theory, Practice and Policy, Hong Kong, China.

Habashi, J. (2006). Decolonizing research with children and youth in cross-national context Theory/methodology issues in reconceptualizing Practice and Policy Analysis. Paper presented at The 14th Conference of Reconceptualizing Early Childhood Education: Research, Theory, Practice and Policy, Rotorua, New Zealand.

Habashi, J. (2005). Language resistance and Palestinian Children. Paper presented at The 13th Conference of Reconceptualizing Early Childhood Education: Research, Theory, Practice, and Policy, Wisconsin.

Habashi, J., & Verma, G. (2003). Examining Palestinian historical memories and language Implementation. Policies Paper presented at UNESCO Conference on Intercultural Education and Multicultural Education, Jyvaskyla, Finland.

Habashi, J., & Justice, L. (2003). Praxis through non-traditional field experiences. Paper presented at UNESCO Conference on Intercultural Education and Multicultural Education, Jyvaskyla, Finland.

Habashi, J. (2003). Children as social agents: Changing borders. Paper presented at The 11th

Reconceptualizing Early Childhood Education: Research, Theory and Practice, Tempe, AZ.

Soto, L., Swadener, B., Habashi, J. (2003). Globalization and children’s rights: Confronting poverty, violence and social exclusion. Paper presented at The 11th Reconceptualizing Early Childhood Education: Research, Theory and Practice. Tempe, AZ.

Habashi, J. (2001).  Revisiting diversity education: Ideological implications. E Paper presented at Education. Management Association of South Africa.  Durban, South Africa.

National Refereed Meetings

Peters, L., Anderson, I and Habashi, J. (2021). Beyond the Binary: Sustainability Education and Identity in Early Childhood Education. Paper Presented at the National Association of Early Childhood Reacher Educators Virtual Summer Conference on 06/14/2021. https://naecte.org/wp-content/uploads/NAECTE-Summer-2021-Final-Program.pdf

Habashi, J. (2018). Countering Discourses of “Apathy” that Marginalize Youth Political Participation and     Activism.  Paper presented at the American Education Research Association, New York City, New York.

Verma, G., Puviragah, A., & Habashi, J. (2016). The Role of an Expert Facilitator in Mediating Acts of Authentication in Informal Science Learning. Paper presented at the American Education Research Association, Washington DC, District of Colombia.

Habashi, J. (2014). Community Reinvention: Child’s Right to Education in the West Bank. Paper presented at the American Education Research Association, Philadelphia, Pennsylvania.

Habashi, J. (2013). Children as writers: A Longitudinal Study of the Palestinian Children Keeping Journals Project. Paper presented at the American Education Research Association, San Francisco, California.

Habashi, J. (2012). Palestinian children’s agency in creating religious identity. Anthropology of Children and Childhood Interest Group, American Anthropological Association, Las Vegas, Nevada.

Habashi, J. (2011).  Multiplicity of a dialectic Palestinian paradox with international NGOs. Anthropology of Children and Childhood Interest Group, American Anthropological Association, South Carolina.

Habashi, J., Driskill, S., Lang, J., Wright, L., & DeFalco , P. (2010). Child’s Rights as a Constitutional Value. Paper presented at Reconceptualizing Early Childhood Education 18th Annual Conference, Dalton State College, Georgia.

Habashi, J., & Wright L. (2010). Living in jail but not my soul: Palestinian children’s journaling project. The Sixth International Congress of Qualitative Inquiry, Chicago, llinois.

Freedman, S., Murrphy-Graham, Habashi, J., E., Kolikant, Y., Pollack, S., & Daiute, C. (2010). Practice-Based Research With Youth in Dramatically Changing Societies. Paper presented at the American Education Research Association, Denver, Colorado.

Bal, A., Artiles, A., Habashi, J., Ndimande, B., & Yarrow, B. (2010). Refugee Youth Constructing Identities in Cross-National Contexts: Dynamics of Power, Agency, and Voice. Paper presented at the American Education Research Association, Denver, Colorado.

Habashi, J., Ndimande, B., Fuster, D., Bal, A., & Artiles, A., (2010). Immigrant and Refugee Students and Families Navigating Multiple Cultural Worlds; Global Perspectives. Sixth International Congress of Qualitative Inquiry, Chicago, Illinois.

Cheney, K., Habashi, J., Kendall, N., & Thangaraj, M. (2010). Childhood, Vulnerability, gender, and Schooling in Malawi and Mozambique. Anthropology of Children and Childhood Interest Group, American Anthropological Association. Albuquerque, New Mexico.

Swadener, B., Valente, J., Habashi, J., A& Polalow, P. (2009). Children's Rights and Children's Voices: Critical Cross-National and Interdisciplinary Perspectives. Paper presented at the American Education Research Association, San Diego, California.

Verma, G. & Habashi, J., Bravo, M. (2009). Creating authentic literacy experiences for increased understandings in the science classroom: Adapting science curriculum with 5th grade English Language Learners. Paper presented at the American Education Research Association, San Diego, California.

Verma, G. & Habashi, J. (2008). Crafting science curriculum for culturally and linguistically diverse learners: Deconstructing teachers’ pedagogical content knowledge. In L. Liang (Chair), Diversity and Equity in Science Education. Paper presented at the American Education Research Association, New York, New York.

Soto, L., Habashi, J., Godinez, D., Olmansen, R., Chavez, G., & Driskill, S. (2008). Marginalized children’s voices: An opportunity to listen. Paper presented at American Educational Research Association, New York, NY.

Habashi, J., Verma, G. (2007). Conducting science education research in cross-cultural setting: Engaging in postcolonial and global discourses in the India and the Palestinian territories. Paper presented at American Association for the Advancement of Curriculum Studies, Chicago, Illinois.

Habashi, J. (2007). Toward alliances with a marginalized group: Involving college students in a juvenile detention center. Paper presented at American Educational Research Association, Chicago, Illinois.

Verma, G., & Habashi, J. (2005). Contextualized science curriculum experiences for middle childhood pre-service teachers: Perceptions and attitudes about multicultural science education. Paper presented at the American Education Research Association, Montreal, Canada.

Verma, G., & Habashi, J. (2004). Contextualized Science Curriculum for Urban Students: Transformation of Reproduction of Power Structures in Multicultural Science. Paper presented at American Education Research Association. San Diego, California.

Swadener, B., Martines-Roldan, C., Rolstad, K., Aquino, C., Sota, L., & Habashi, J. (2004). Language and Power Mediation Children’s Identity. Paper presented at American Education Research Association. San Diego, CA.

Swadener, B., Sota, L., Polakow, V., & Habashi, J. (2003). Globalization and children’s rights: Confronting poverty, violence, and social exclusion. Paper presented at American Education Research Association. Chicago, Illinois.

Habashi, J. (2002). Political socialization and cultural roles of Palestinian children and youth. Paper presented at American Education Research Association. New Orleans, Louisiana.

Verma, G., Cravcenco, L., & Habashi, J. (1998, March). K-12 education system and higher Education in India, Moldova and Palestine. Paper presented at the Gerald H. Read Center for International and Intercultural Education, Kent State University, Kent, Ohio.

Teaching

Completed Thesis: Committee Member

Dinges, A. (2019). The accuracy of self-assessment bias. University of Oklahoma, OK.

Bent, T. (2015). Critical pedagogy and student voice as agents of education reform, University of Oklahoma, OK.

Michael, R. (2012). Influence of youth sport on adolescent development. University of Oklahoma, OK

Villalobos, L. W. (2009). Perceived discrimination in the workplace and wok and interference with family among Hispanic American construction workers. University of Oklahoma, OK.

Blagg, H. (2009). Cumulative risk and protective factors in children of incarcerated parents. University of Oklahoma, OK.

Thesis Chair

Anvar, H. (2022). Gender identity and diversity in Oklahoma sex health curriculum: non-binary student voices. University of Oklahoma, OK.

Byrne, J. (2019). The women of classical studies and the implications of their social media use and participation. University of Oklahoma, OK

Collier, Janine (2015). Understanding motherhood. University of Oklahoma, OK.

Bent, Toneille. (2015). Student advocacy and educational reform. University of Oklahoma, OK.

Dissertation in Progress: Committee Member

Horne, D. (2008). The emotional intelligence of award-winning teachers in the state of Oklahoma. University of Oklahoma, OK.

Course developed/revised

HR 5113 - Issues of Education in the Middle East           University of Oklahoma

HR 5703 – International Human Relations                      University of Oklahoma

HR 5970 - Juvenile Social Policy                                   University of Oklahoma

HR 5100 - Post Traumatic Stress Disorder                      University of Oklahoma

SW 5333 - Human Diversity and Societal Oppression     University of Oklahoma

HR 5063 - Strategies for Social Change                          University of Oklahoma

HR 5403 - Psychosocial Development                            University of Oklahoma

HR 5113 - Introduction to Qualitative Research              University of Oklahoma

HR 5013 - Current Problem in Human Relations             University of Oklahoma

HR 5113 - Human Rights and Family                             University of Oklahoma

HR 5100 - Diversity and Family                                    University of Oklahoma

HR 5110 - Impact of Social Policy on Children               University of Oklahoma

HR 5110- Multicultural Issues in Human Relations         University of Oklahoma

HR 5443 - Adolescent Issues                                         University of Oklahoma

HR 4013 - Social Change Process                                  University of Oklahoma

HR 4012 - Family Issues in Human Relations                 University of Oklahoma

HR 5110 - Ethics in Social change                                 University of Oklahoma

Action Research Method                                               University of Oklahoma

(In-service teachers as a part of NSF grant responsibilities)

Courses taught

EDU 5100 - Characteristics of Learners                          University of Akron

EDU 5500 - Instructional Design                                   University of Akron

EDU 5100 - Diversity in Learners                                  University of Akron

EDUC 65521 - Adult Development                                Kent State University

EDPE 29525 - Inquiry into Teaching and Learning         Kent State University

Evidence of Student Achievement

I have documented the evidence of graduate student achievement by their active involvement in the professional community. Presented below are leadership positions, publications, and conference presentations by students.

Articles for Refereed Journals

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., Driskill, S., Lang, 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.

International Refereed Meetings

Habashi, J., Craft, K., & Bishop, A. (2011). Reframing the rights-based approach: Children writers. Presented at the 19th Reconceptualising Early Childhood Education Conference (RECE), University of East London, England.

Habashi, J., Driskill, S., DeFalco, P. (2009). Childhood voices from Palestine. Paper presented at Reconceptualizing Early Childhood Education 17th Annual Conference, Bethlehem, Palestine.

Habashi, J., Worley, J., Lang, J., & Wright, L. (2009) Children’s political affiliation: Transcending local politics. Paper presented at Reconceptualizing Early Childhood Education 17th Annual Conference, Bethlehem, Palestine.

National Refereed Meetings

Habashi, J., Driskill, S., Lang, J., Wright, L., & DeFalco, P. (2010). Child’s Rights as a Constitutional Value. Paper presented at Reconceptualizing Early Childhood Education 18th Annual Conference, Dalton State College, GA.

Professional Service

National

Editorial Board Membership and Manuscript Reviewing

2012 -Present   Editorial Review Board for the American Educational Research Journal - Teaching, Learning, and Human Development. The journal publishes original empirical and theoretical studies and analyses in education that constitute significant contributions to the understanding and/or improvement of educational processes and outcomes.

2005- Present   Invited to be on the Editorial Review Board for the Research and Practice

Online Journal. Published two times a year to provide a scholarly space for the “subaltern” and “subjugated knowledge(s)” to speak

(Cross- listed under national service)

2013-Present    Manuscript reviewer, Religion and Geopolitics

2013-Present    Manuscript reviewer, Social Science Quarterly

2012-Present    Manuscript reviewer, Politics and Gender

2011-Present    Manuscript reviewer, Social Indicators Research

2011-Present    Manuscript reviewer, Children and Society

2010-Present    Manuscript reviewer, Diaspora, Indigenous, and Minority Education

2010-Present    Manuscript reviewer, Early Education and Development

2010-Present    Manuscript reviewer, Journal of Adolescent Research

2010-Present    Manuscript reviewer, International Journal of Sociology and Social Policy

2008-Present    Manuscript reviewer, Contemporary Issues in Early Childhood

2009-Present    Manuscript reviewer, Childhood, A Global Journal of Child Research

2009-Present    Manuscript reviewer, Journal of Mixed Methods Research

2009-Present    Manuscript reviewer, National Women Studies Journal

Conference Program/Proposal Reviewing

2003-Present    Conference of Reconceptualizing Early Childhood Education: Research, Theory, Practice, and Policy

2007-Present    Critical Perspectives on Early Childhood. Special Interest Group (SIG), American Education Research Association

2006- Present   American Education Research Association

National/International Leadership in Professional Organizations

2017                 Advisory Board Member, Critical Childhood & Youth Studies: Theoretical Explorations and Practices in Clinical, Educational, Social, And Cultural Settings. Rowman & Littlefield Publishing Group, Inc. Maryland

2015                 External Reviewer for Tenure and Promotional material, Department of Curriculum &

instruction. New Mexico State University, New Mexico.

2010- 2014       Member, Education Task Force, American Friends of the Episcopal Diocese of   Jerusalem

2009-Present    Board of Trustee member, American Friends of the Episcopal Diocese of Jerusalem

2010-2011        Program Chair, 19h Conference of Reconceptualizing Early Childhood Education,

and Politics of Care: Sharing Knowledge, Love and Solidarity, London, United Kingdom.

2009-2010        Co-Program Chair, 18th Conference of Reconceptualizing Early Childhood Education:

Research, Theory, Practice, and Policy

2009-2010        Member, Vision and Mission Committee, American Friends of the Episcopal Diocese of Jerusalem

2008-2009        Host Chair, 17th Conference of Reconceptualizing Early Childhood Education: Research, Theory, Practice, and Policy, Bethlehem City, Palestine

2008-2009        Chair, Critical Perspectives on Early Childhood. Special Interest Group (SIG), American Education Research Association

2008-2009        Program Chair, Critical Perspectives on Early Childhood. Special Interest Group (SIG), American Education Research Association

2007-2009        Co-Program Chair, Critical Perspectives on Early Childhood. Special Interest Group (SIG), American Education Research Association

Professional Service

University

Service to University of Oklahoma

2015-Current   Member, OU Women of Color Committee, University of Oklahoma, Norman

2012- 2014       Member, Campus Campaign Committee, University of Oklahoma, Tulsa

2011- 2014       Member, I-PARC Committee, University of Oklahoma, Tulsa

2009- 2014       Faculty Advisor, A Child’s Cup Full, Student Organization at the University of Oklahoma, Tulsa, OK

2012- 2014       Member, OU-Tulsa’s Campus Campaign

2011- 2014       Member, Strategic Plan Advisory Team: Goal I and III

2011- 2012       Invited Member, OU College of Medicine – School of Community Medicine Faculty Academy and Summer Institute

2011- 2012       Member, Academic Leadership Council

2010-2011        Member, Search for OU Tulsa’s Associate Director for Research Development

2010-2011        Member, Matthews Scholarship

2009-2010        Member, Hispanic Scholarship Committee

2009-2009        Member, Early Childhood Education Student Teaching Scholarship

2008-2009        Member, award selection committee, The Frederick A. Bendana Memorial Scholarship

2008-2009        Member, International award committee

2007-2008        Judge, OU-Tulsa Health Research Forum, University of Oklahoma College of Medicine

Service to College of Arts and Sciences, University of Oklahoma

2018- 2020       Member, CAS Tenure and Promotion Committee Service

2018- Present   Member, CAS Student Award Committee

2015-2016        Faculty Advisor, Childs Cup Full Student Chapter, Norman campus

2014-2015        Member, Students Awards Committee, College of Arts and Sciences

2013-2014        Member, Tenure and Promotion Committee, College of Arts and Sciences

2011- 2014       Academic Leadership Council, University of Oklahoma

2010- 2013       Faculty Senate Liaison, University of Oklahoma, OK

2007-2008        Member, OU-Tulsa Fellowship Committee Member

2004-2006        Member, Dean Advisory Committee

2005-2006        Member, International Student Organization, University of Oklahoma, Tulsa, OK

Service to the Department: Human Relations

2017-2021        Member, Committee A

2014-Present    Chair, Policy Committee

2010-2015        Faculty Research Liaison

2013-2015        Chair, Comps Committee

2013-2014        Faculty Advisor, Human Relations Student Association

2011-2014        Member, Search Committee

2011-2014        Student Recruiter

2011-2012        Member, Electronic Media Committee

2011-2012        Member, Undergraduate Committee

2010-2011        Member, Student Award/ Scholarship committee

2010-2011        Member, Search Committee

2009-2011        Member, Teacher Evaluation committee

2009-2010        Member, Comprehensive Exam committee

2008-2009        Member, Comprehensive Exam committee

2008-2009        Chair, Students Affairs Committee Tulsa

2007-2008        Member, Mission and Vision Committee

2007-2008        Member, Policy Committee

2006-2008        Member, Social Change Committee

2006-2007        Member, Research Course Design Committee

Professional Service

Community And State

2012-Present    Executive Director, Childs Cup Full. This project involves the economic empowerment of women.

2011-2012        Youth Governance Initiative, Tulsa, Oklahoma.

2012                 Member, International Alumni Award Subcommittee, Kent State University, Kent, Ohio.

2011- 2014       Member, Development Committee for the American Friends of the Episcopal Diocese of

                        Jerusalem.

Spring 2012     Proposal for collaboration with the Higher Education Forum and Tulsa Public Schools –

Partnership with Rogers High School for on-site youth involvement in higher education. Tulsa, Oklahoma.

Summer 2011  Volunteer Trainer, Helsinki España Human Dimension University Volunteers Program:

Toward Diversity and Multiculturalism Summer Camp. University of Oklahoma-Tulsa, Oklahoma.

2011                 Volunteer, Tulsa Area United Way. Tulsa, Oklahoma.

2009- Present   Society for Cross-Cultural Research

2008-2009        Outside members for children at risk, Environmental Science Advisory Committee. Tulsa

                        Public Schools, Oklahoma.

2002-2003        Vice President, Association of International Students in Education (AISE), Kent State

                        University, Kent, Ohio.

2001-2003        Created the FIRST on-site educational program in the Juvenile Detention Center (JDC) at

Portage County, OH. The program placed Kent State University pre-service teachers in JDC, Students completed 20 hours of tutoring and 10 hours of survival workshops for the residents.

2000-2001        President, KSU Friends of LoveLight, Kent State University, Kent, OH. One of the

objectives of the organization is to provide educational support for low-income areas in Kent, Ohio.