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Rouhollah Aghasaleh | |
|---|---|
روحاله آقاصالح | |
 | |
| Born | July 23, 1983 Tehran, Iran |
| Occupation(s) | Academic, Educator, Scholar |
| Known for | Educational research, curriculum studies, social justice activism |
| Academic background | |
| Education |
|
Dr. Rouhollah Aghasaleh (Persian: روح اله آقاصالح; born July 23, 1983) is an Iranian-born academic, educator, and scholar known for their contributions to critical science education, curriculum studies, and social justice in education. Aghasaleh currently serves as an Assistant Professor at California State Polytechnic University, Humboldt, where their research focuses on systemic oppression in educational practices, particularly in STEM education for multilingual learners.
Early life and education
[edit]Aghasaleh was born in Tehran, Iran, where they developed an early interest in education and social equity. They earned their Bachelor of Arts in Special Education and Master of Arts in Educational Research at the University of Tehran.[1]
In 2016, Aghasaleh received their Ph.D. in Educational Theory and Practice from the University of Georgia, USA. Their dissertation, Does My Body Lower Your Science Grade? A Feminist Deconstruction of "Distraction" in Coeducational Schooling, explores the intersection of gender, racial, and class biases in coeducational systems. The work critically examines how societal norms regarding "distraction" impact educational environments and has been referenced in subsequent studies on feminist and critical education theories.[2]
Academic career
[edit]Since 2020, Aghasaleh has been an Assistant Professor at California State Polytechnic University, Humboldt. Prior to this, they held teaching and research roles at the University of Georgia and Georgia State University, contributing to multiple interdisciplinary projects in educational theory and practice.
Aghasaleh’s primary research interests include critical science education, the sociopolitical contexts of STEM learning, and the experiences of multilingual students in urban education. They focus on how systems of oppression—such as sexism, racism, and neoliberal education policies—manifest in classrooms and impact marginalized learners. Their work combines theory and practice to advocate for inclusive and equity-driven reforms in education.[1]
They are the editor of several academic works, including Children and Mother Nature: Storytelling for a Glocalized Environmental Pedagogy (2019), which examines storytelling as a medium for integrating local and global perspectives in environmental education. Aghasaleh has also contributed to over 100 peer-reviewed articles, conference presentations, and book chapters.
In 2025, Aghasaleh will assume editorial leadership of the Journal of Curriculum Theorizing and begin a six-year term as President of the Foundation for Curriculum Theory, alongside co-editor Dr. Tristan Gleason.[3] This appointment reflects their significant influence in the field of curriculum studies.
In 2024, they were included in Marquis Who's Who in America, recognized for their scholarly contributions and activism.[4]
Research and publications
[edit]Aghasaleh’s research addresses critical pedagogy, feminist theory, neoliberalism in education, and the intersection of social justice with STEM learning. Their work emphasizes the role of education in resisting systemic oppression and fostering equitable opportunities for marginalized students.
Oppressive Curriculum: Sexist, Racist, Classist, and Homophobic Practice of Dress Codes in Schooling In this widely cited article, Aghasaleh examines how school dress codes function as a hidden curriculum that enforces societal biases. Drawing on theories of performativity and intersectionality, the article critiques dress codes for disproportionately targeting marginalized students, perpetuating norms rooted in White middle-class standards, and reinforcing judgments about "appropriate" behavior. Aghasaleh argues that dress codes act as mechanisms of control, shaping how students are perceived based on their race, gender, and socioeconomic status.[5]
Place-based learning and STEM education
Aghasaleh collaborates with researchers like Patrick Enderle and Anton Puvirajah to explore how computational thinking can empower students in urban Latinx communities. Their studies highlight how STEM education can serve as a tool for political resistance and self-expression, addressing issues like xenophobia and systemic racism. This work emphasizes the importance of connecting STEM curricula to students’ lived experiences and sociopolitical realities.[6]
Other publications
Aghasaleh has co-authored multiple influential works, including: - A Reader's Guide to a Post-Qualitative Inquiry Proposal, which critiques traditional qualitative research methodologies.[7] - Children and Mother Nature: Storytelling for a Glocalized Environmental Pedagogy (2019), which examines storytelling as a critical pedagogical tool.
Activism
[edit]Aghasaleh has been a prominent advocate for academic freedom and social justice. In April 2024, they participated in protests at Cal Poly Humboldt supporting Palestinian rights. These protests led to heightened tensions on campus and a temporary administrative leave for Aghasaleh. Media coverage, including from The Guardian and El Leñador News, has documented their activism and its broader implications for academic freedom and dissent in higher education.[8][9]
Awards and honors
[edit]Aghasaleh’s contributions have been recognized through several awards, including:
- President Alistair McCrone Promising Faculty Scholar Award (2023)[10]
- Honorable Mention – Outstanding Book, Society of Professors of Education (2021)[11]
Selected works
[edit]- Oppressive Curriculum: Sexist, Racist, Classist, and Homophobic Practice of Dress Codes in Schooling (2018)
- Children and Mother Nature: Storytelling for a Glocalized Environmental Pedagogy (2019)
- Does My Body Lower Your Science Grade? A Feminist Deconstruction of "Distraction" in Coeducational Schooling (forthcoming 2026)
See also
[edit]References
[edit]- ^ a b "Rouhollah Aghasaleh | School of Education". education.humboldt.edu. Retrieved 2024-11-10.
- ^ "Research Portal". esploro.libs.uga.edu.
- ^ "Conference". JCT Online. Retrieved 2024-11-08.
- ^ "Aghasaleh, Rouhollah 5579040_4005579040 .pdf". Google Docs. Retrieved 2024-11-10.
- ^ Aghasaleh, Rouhollah (2018). "Oppressive Curriculum: Sexist, Racist, Classist, and Homophobic Practice of Dress Codes in Schooling". Journal of African American Studies. 22 (1): 94–108. doi:10.1007/s12111-018-9397-5.
- ^ Aghasaleh, Rouhollah; Enderle, Patrick; Puvirajah, Anton (2019-07-15). "From Computational Thinking to Political Resistance: Reciprocal Lessons from Urban Latinx Middle School Students". Journal for Activist Science and Technology Education. 10 (1). doi:10.33137/jaste.v10i1.32915.
- ^ Aghasaleh, R.; St Pierre, E. A. (2014). "A Reader's Guide to Post-Qualitative Inquiry Proposals". Retrieved. 6: 23.
- ^ Valdez, Jonah (2024-05-08). "From Iran to California, this professor protests for human rights". The Guardian. Retrieved 2024-11-08.
- ^ "Cal Poly Humboldt Professor Rouhollah Aghasaleh continues to face temporary suspension". El Leñador Bilingual Newspaper. 4 September 2024. Retrieved 2024-11-08.
- ^ "McCrone Award Reception". 9 November 2023. Retrieved 2024-11-08.
- ^ "Society of Professors of Education Book Award". 15 August 2013. Retrieved 2024-11-08.