Nina Asher
  
 
Education
  
 

Ed.D. Teachers College, Columbia University, 1999. (Curriculum and Teaching)

M.Ed. Teachers College, Columbia University, 1990. (Curriculum and Teaching)

M.A. Tata Institute of Social Sciences, Bombay, India, 1986. (Social Work)

B.A. University of Bombay, Bombay, India, 1984. (Psychology)

 
  Representative Publications  
 

Asher, N. (in press). Made in the (multicultural) U.S.A.: Unpacking tensions of race, culture, gender, and sexuality in education. Educational Researcher.

Asher, N. (2009). Writing home/Decolonizing text(s). Discourse: Studies in the Cultural Politics of Education, 30(1), 1-13.

Asher, N. (2009). Considering curriculum questions and the public good in the postcolonial, global, twenty-first century context. Curriculum Inquiry, 39(1), 193-204. (Invited contribution to special issue reviewing the SAGE handbook of curriculum and instruction.)

Asher, N. (2008). Listening to hyphenated Americans: Hybrid identities of youth from immigrant families. Theory into Practice, 47(1), 12-19. (Invited contribution to special, themed issue on “Immigrant families and U.S. schools.)

Asher, N. (2005). At the interstices: Engaging postcolonial and feminist perspectives for a multicultural education pedagogy in the South. Teachers College Record, 107 (5), 1079-1106.

Asher, N. (2003). Engaging difference: Towards a pedagogy of interbeing. Teaching Education, 14 , 235-247.

Asher, N. (2002). (En)gendering a hybrid consciousness. Journal of Curriculum Theorizing, 18 (4), 81-92.

Asher, N. (2002). Class Acts: Indian American high school students negotiate professional and ethnic identities. Urban Education, 37 (2), 267-295.

Asher, N. (2001). Beyond “cool” and “hip:” Engaging the question of research and writing as academic Self--woman of color Other. International Journal of Qualitative Studies in Education (QSE), 14 (1), 1-12.

Asher, N., & Crocco, M. S. (2001). (En)gendering multicultural identities and representations in education. Theory and Research in Social Education, 29 (1), 129-151.

Asher, N., & Haj-Broussard, M. (2004). It is not resolved yet: When a Louisiana French Immersion activist engages postcolonial, feminist theory (or vice versa). In R. Gaztambide-Fernández & J. T. Sears (Eds.), Curriculum work as a public moral enterprise (pp. 97-107). Lanham , MD : Rowman & Littlefield.

 
  Recent Grants  
 

Council on Research Summer Stipend Award (2000) – Office of Research and Graduate Studies, Louisiana State University, Baton Rouge. Funding ($5,000.00) to support scholarship during Summer 2000.

  
  Courses  
 

Identity, Culture and Curriculum
Postcolonialism and Feminism in Education
Gender, Race and Nation
Teaching in the Multicultural Classroom

  
 
Contact info.
  
 

Office: 220 Peabody Hall
Office Phone: 225-578-2443
Webpage : http://appl003.lsu.edu/educ/edci.nsf/$Content/Research+-+Asher
E-mail: nasher1@lsu.edu

  
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