Dr Goli Rezai-Rashti
My research and teaching are in the field of sociology of education, with a focus on anti-racism, feminism, anticolonial, educational inequality, and the impact of globalization and neoliberal policy reform in education. My research and teaching on race, class, and gender grew out of my commitment to equity and social justice education. I received the Faculty Scholar’s Award from the University of Western Ontario for recognition of my achievement in teaching and research.
I have been awarded several Social Sciences and Humanities Research (SSHRC) grants, both as Principal researcher and co-investigator. My current SSHRC project deals with globalization, accountability, standardized testing and their impact on equity education. The research seeks to understand the perspectives of students, teachers, and educational leaders in Canada and Australia. In addition, I am editing a book on Women, Islam and Education in Iran that is scheduled to be published in 2018 by Routledge, New York.
I have supervised a significant number of graduate students, who successfully completed their PhD and Master’s degrees.
I have numerous publications in prestigious refereed journals and co-authored several books.
SSHRC Funded Research
- Accountability and the impact of standardized testing on equity education and the achievement of minority students in Canadian and Australian schools (with Wayne Martino, Bob Lingard and Fazal Rizvi)
- Beyond the crisis of “failing boys”: Investigating which boys and which girls are underachieving (with Wayne Martino and Cameron McCarthy)
- The influence of male elementary school teachers as role models (with Wayne Martino)
- Women and higher education in post-revolutionary Iran 1979-2005
- Globalization, educational restructuring, and curriculum reform in Ontario: An institutional ethnography
- The woman teacher in Twentieth-Century Ontario
Martino, W., Rezai-Rashti, G., & Lingard, B. (Guest editors). (2013). Gendering in gender Research: Methodological considerations. International Journal of Qualitative Studies in Education, 26(3-4).
Lingard, B., Martino, W., & Rezai-Rashti, G. (Guest editors) (2013). Testing regimes, accountabilities .and education policy. Journal of Education Policy, 16(4).
Martino, W., Renold, E., Rezai-Rashti, G., Ringrose, J., & Rodriguez, N. (2014-present). Routledge Series Editors on Gender and Sexuality in Education.
Rezai-Rashti, G., & Mehran, G. (Eds.). (Forthcoming). Women, Islam and education in Iran. New York: Routledge.
Lingard, B., Martino, W., Rezai-Rashti,G., & Sellar, S. (2016). Globalizing educational accountabilities. New York: Routledge.
Lingard, B, Martino, W & Rezai-Rashti, G. (Eds).(2016). Testing regimes, accountabilities and education policy. New York, London: Routledge.
Martino, W., & Rezai-Rashti, G. (2012). Gender, race and the politics of role modelling: The influence of male teachers. New York: Routledge.
Amin, N., Beer F., McPherson, K., Medovarski, A., Miles, A., & Rezai-Rashti, G. (Eds.). (1999). Canadian woman studies: An introductory reader. Toronto, ON: Inanna Publications and Education Inc. Monograph.
Paribakht, S., & Rezai-Rashti, G. (1992). Persian heritage language curriculum in Canada: A curriculum guide. The National Heritage Language Resource Unit, OISE. (In Persian). Special Issues of Journal (Guest Editor)
Rezai-Rashti, G, Segeren, A & Martino. W. (2016). The new articulation of equity education in neoliberal times: The changing conception of social justice in Ontario. Globalisation, Societies and Education.
Rezai-Rashti,G. (2015). The politics of gender segregation and women's access to higher education in the Islamic Republic of Iran: the interplay of repression and resistance. Gender and Education, 27(5), 469-486.
Rezai-Rashti, G, Segeren, A & Martino, W. (2015). Race and racial justice in Ontario education: Neoliberalism and strategies of racial invisibility. In S. Majhanovich & R. Malet (Eds.), Education for democracy in diversity, (pp. 141-158). Sense Publishers.
Rezai-Rashti, G. (2013). Iran: Women and higher education- Negotiating tradition and modernity. In Ahmed, M (Ed). Education in West Central Asia (pp.103-122). London: Bloomsbury Academic.
Rezai-Rashti, G. (2013). Conducting field research on gender relations in a gender repressive state: A case study of gender research in Iran. International Journal of Qualitative Studies in Education. 26(4), 489-502.
Lingard, B., Martino, W., & Rezai-Rashti, G. (2013). Testing regimes, accountabilities and education policy: commensurate global and national developments. Journal of Education Policy, 28(5), 539-556.
Martino, W., & Rezai-Rashti, G. (2013) ‘Gap talk’ and the global rescaling of educational accountability in Canada. Journal of Education Policy, 28(5), 589-611.
Martino, W., Rezai-Rashti, G., & Lingard, B. (2013). Introduction: Gendering in gender research in education: Methodological considerations. International Journal of Qualitative Studies in Education. 26(3-4), 391-399.
Martino, W., & Rezai-Rashti, G. (2012). Rethinking the influence of male teachers: Investigating gendered and raced authority in an elementary school in Toronto. Review of Education, Pedagogy and Cultural Studies, 34 (5), 258-281.
Martino, W., & Rezai-Rashti, G. (2012). Neo-liberal accountability and boys’ underachievement: Steering education policy by numbers in the Ontario context. International Journal of Inclusive Education, 16 (4), 423-440.
Martino, W., & Rezai-Rashti, G. (2012) Introduction. International Journal of Inclusive Education. Special Issue: Minority and female voices in schools – interrogating the politics of boys’ education, 16(4), 353-355. https://doi.org/10.1080/13603116.2011.555089
Martino, W. & Rezai-Rashti, G. (2012) Neo-liberal accountability and boys’ underachievement: Steering education policy by numbers in the Ontario context. International Journal of Inclusive Education, 16 (4), 423-440. https://doi.org/10.1080/13603116.2011.555097
Rezai-Rashti, G. (2011). Iranian women’s increasing access to higher education but limited participation in the job market. Middle East Critique, 20(1), 83-98. https://doi.org/10.1080/19436149.2011.544538
Rezai-Rashti, G., & Martino, W. (2010). Black male teachers as role models: Resisting the homogenizing impulse of gender and racial affiliation. American Educational Research Journal, 47(1), 37-64.
Martino, W., & Rezai-Rashti, G. (2010). Male teacher shortage: Black teachers’ perspectives. Gender and Education, 22(3), 247-262. https://doi.org/10.1080/09540250903474582
McCarthy, C., Rezai-Rashti, G., & Teasley, C. (2009). Race, diversity, and curriculum in the era of globalization. Curriculum Inquiry, 39(1), 75-96. https://eric.ed.gov/?id=EJ825131
Martino, W., & Rezai-Rashti, G. (2008). The politics of veiling, gender and Muslim Subject: On the limits and possibilities of antiracist education in the aftermath of September 11. Discourse: Studies in the Cultural Politics of Education, 29(3), 417-431. https://doi.org/10.1080/01596300802259178
Rezai-Rashti, G., & McCarthy, C. (2008). Race, text, and the politics of official knowledge: critical investigation of a social science textbook in Ontario. Discourse: Journal of Culture and Society, 29(4), 527-540. https://doi.org/10.1080/01596300802410243
Rezai-Rashti, G. (2007). Transcending the limitations: Women and the post-revolutionary Iranian cinema. Critique: Critical Middle Eastern Studies, 16(2), 191-206. https://doi.org/10.1080/10669920701378895
Rezai-Rashti, G. (guest editor) (2004). Educational restructuring in the era of globalization. Canadian and International Education, 33(1).
Brunt, A., Crosby, A., Giles, W., Korac, M., Juteau, D., Rezai-Rashti, G., & Treviranus, B., (guest Editorial Board). (2000). Women in Conflict Zones . Canadian Woman Studies,19(4). https://www.amazon.com/Women-Conflict-Zones-Canadian-Studies/dp/B003C4W91O
Teaching and Supervision
Recent Courses Taught
- PhD Seminar: Critical Policy, Equity and Leadership Studies
- Race and Ethnicity in Education
- Globalization and Education
- Theories of Education
- Postcolonial Theories and Critical Approaches in Women Studies
- Advanced Topics in Equity and Social Justice in Education
- Teaching for Equity and Social Justice
- Urban Schools
- Critical and Transformative Pedagogies