Faculty Profiles

The over-arching concentration of my work is on social justice and practices that contribute to enacting ethics of care for Latinx immigrant and minoritized students in rural communities. My research focuses on increasing pre-service teachers’ level of cultural confidence and deepening their level of understanding of their students’ customs and beliefs, which contributes to a culturally enriched classroom environment to increase quality instruction and students’ capacity to learn. Additionally, I engage in research that examines pre-service teachers’ partnerships with community organizations that serve our local populations and how working in these sites helps to develop competence in culturally responsive teaching and learning practices.

Selected Publications

• Oudghiri, S. (2022). Moving into Critical Spaces: Making Meaning of One Rural Educators Experiences Working with Latinx Immigrant Students. [manuscript accepted]. The Rural Educator, x(x), pp. xx-xx.
• Osei-Tutu, A.A.Z., Dwomoh, R., Chhikara, A., Zhou, L., Oudghiri, S., & Bell, T. (2021, September). Diversity, Equity, and Inclusivity in a Time of Crises: A Reflection on Educators’ Perspectives of Critical Theory and Social Justice Issues. In The Kaleidoscope of Lived Curricula: Learning Through a Confluence of Crises, 13th Annual Curriculum & Pedagogy Group 2021 Edited Collection.
• Oudghiri, S. (2021). Negotiating tensions: An autoethnographic account of classroom-based research. International Journal of Qualitative Studies in Education, 1-13.
• Newton, J., Chhikara, A., Oudghiri, S., Rondeau-Madrid, E., Lolkus, M., & Phillion, J. (2020). Promoting sustainable development in study abroad programs: Focus on social justice in Honduras and Tanzania. In T. Huber & J. G. O’Meara (Eds.), Education around the globe: Creating opportunities and transforming lives (pp. 231-247). Information Age.
• Chhikara, A., Oudghiri, S., Lolkus, M., Rondeau-Madrid, E. & Phillion, J. (2020). Context, curriculum, and community engagement in social justice-focused study abroad programs: A critical examination of instructor intentionality. In G. Malfatti (Ed.), People-centered approaches toward the internationalization of higher education (pp. 91-111). IGI Global. https://doi.org/10.4018/978-1-7998-3796-1.ch005
• Newton, J., Oudghiri, S., Obenchain, K., & Phillion, J. (2020). Preservice teachers' understandings of social justice within the context of study abroad programs. Theory into Practice, 59(3), 259-268. https://doi.org/10.1080/00405841.2020.1739956
• Obenchain, K., Oudghiri, S., & Phillion, J. (2020). Critical approaches to study abroad: Challenging dominant discourses. Theory into Practice, 59(3), 245-248. https://doi-org.ezproxy.lib.purdue.edu/10.1080/00405841.2020.1743547

• EDCI 35000 — Community Issues and Applications for Educators