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Show Highlights

Rouhollah Aghasaleh, PhD, is a postdoctoral research associate at Georgia State University.  His scholarship lays on an intersection of critical science education, cultural studies of curriculum, and new materialist feminism that addresses the issues of equity and its impact on the education system. He has contributed research that directly supports efforts for teachers to meet the needs of a more diverse array of students. He is the editor of a forthcoming multilingual volume, Children and Mother Nature: Storytelling for a Glocalized Environmental Education and a special issue on Curriculum Theorizing in Post-truth Era. His scholarly work has featured in journals of African American Studies, Curriculum and Teaching Dialogues, Research in Science Teaching, etc.

Connect with Rouhollah

  • How school dress code policies canperpetuate an oppressive curriculum
  • Professionalism in the workplaceaccording to the dominant culture
  • Ways dress codes can be sexist forstudents and teachers
  • Why an educator’s perceptions of howstudents dress impacts their view on a student’s academic potential
  • Dress codes and issues of classism
  • Classismand socioeconomic status
  • School dress codes and homophobia
  • Schooldress code policy recommendations

[email protected]

Additional Resources

Oppressive Curriculum: Sexist, Racist, Classist, and Homophobic Practice of Dress Codes in Schooling

Dress codes for female teachers: “Their clothing seems to be more important than their teaching skills.”

Schools celebrate diversity, but force students to leave their cultural knapsacks at the door

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