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Dr. Muna Saleh

Assistant Professor

Ph.D., University of Alberta
M.Ed., University of Alberta
B.Ed., University of Alberta

Muna Saleh is an Assistant Professor in the Faculty of Education at Concordia University of Edmonton. Drawing upon her experiences as a Palestinian Muslim woman, mother, educator, and researcher, Muna’s doctoral research was a Killam Trusts-funded narrative inquiry into the experiences of Canadian Muslim girls and their mothers.  Since then, Dr. Saleh has engaged in a research alongside Muslim mothers of dis/abled children with refugee experiences. Funded by a SSHRC Insight Development Grant, she is currently researching the curriculum-making experiences of Palestinian Muslim youth and families in Alberta. Prior to engaging in graduate studies, Dr. Saleh was an elementary and secondary school teacher and leader.

Select Publications

Saleh, M. (2019). Stories we live and grow by: (Re)telling our experiences as Muslim mothers and daughters. Demeter Press. http://demeterpress.org/books/stories-we-live-and-grow-by-retelling-our-experiences-as-muslim-mothers-and-daughters/

Saleh, M. (in press). Re/membering Ethical relationality: Re/telling Stories of dis/citizenship as lived. In B. A. Varga, T. Monreal, & R. C. Christ (Eds.), Be(com)ing Strange(r): Towards a Posthuman Social Studies. Teachers College Press.

Saleh, M. (2022). “We are not seen as human”: (Re)telling stories of dis/citizenship. In E. Lyle (Ed.), Re/centring Lives and Lived Experience in Education. Brill.

Saleh, M., Cardinal, T. M., Fernández, E. Q., Murphy, S. M., & Huber, J. (2022). Wakefulness to the multiplicity of stories we live by: Resonant threads, tensions, and relational ethics. In N. Simó Gil (Ed.) Narrative Inquiry in Education: Challenges and Perspectives.

Saleh, M. (2021). “We need a new story to guide us”: Towards a curriculum of rahma. Curriculum Inquiry, 51(2), 210-228. https://doi.org/10.1080/03626784.2020.1860642

Saleh, M. (2020). Honouring our grandmothers: Towards a curriculum of Rahma. Cultural and Pedagogical Inquiry (CPI), 12(1), 8-21. https://journals.library.ualberta.ca/cpi/index.php/cpi/article/view/29526/21531

Saleh, M. (May 21, 2021). The urgency of (explicitly) teaching against Islamophobia [Guest Editors’ Introduction]. Annals of Social Studies Education Research for Teachers, 2(1), 1-7. https://assertjournal.com/index.php/assert/article/view/31

Saleh, M. (May 12, 2021). Narrating dangerous single stories: An analysis of Alberta’s draft k-6 social studies curriculum. Alberta Curriculum Analysis. https://alberta-curriculum-analysis.ca/narrating-dangerous-single-stories-an-analysis-of-albertas-draft-k-6-social-studies-curriculum/

Aoudeh, N., & Saleh, M. (Nov 29, 2021). Schools need to step up to address Islamophobia. The Conversation. https://theconversation.com/schools-need-to-step-up-to-address-islamophobia-169937

van Kessel, C., & Saleh, M. (2020). Fighting the plague: “Difficult” knowledge as sirens’ song in teacher education. Journal of Curriculum Studies Research, 2(2), 1-20. https://doi.org/10.46303/jcsr.2020.7

Hsieh, B., & Saleh, M. (2021). “You called me sis”: Opening spaces of humanity and solidarity around shared identities in social media third spaces. In E. R. Lyle (Ed.), Sister Scholars: Untangling Issues of Identity in the Academe. DIO Press.

Varga, B. A., Saleh, M., & van Kessel, C. (July 12, 2021). Echoes of terror(ism): International contemplations and reflections on 9/11 [Guest Editors’ Introduction]. Canadian Social Studies, 52(2), 1–9. https://canadiansocialstudies.ca/index.php/css/article/view/28/20