I received my PhD in Educational Studies from McGill University in 2019 and my Master of International Development from the University of Pittsburgh (Pennsylvania) in 2004. Prior to joining Laurier, I had worked for several years with international development organizations and policy institutes, including Canada's International Development Research Centre (IDRC) in Cairo, and the Brookings Institution and the World Bank Institute in Washington, DC. Prior to that, I had helped establish and lead a few community-based development organizations and social enterprises, including the Fat’het Kheir and Nahdet El Mahrousa NGOs in Cairo, Egypt. In 2004, I was elected an Ashoka fellow.
My research seeks to contribute to rendering curriculum and classroom practices more holistic and inclusive, especially of historically marginalized worldviews, epistemologies, wisdom traditions, narratives, and contributions. In the context of K-12 education, I focus on social studies and citizenship education as well as religious studies. In the context of higher education, my focus is largely on curricula and classroom practices related to social entrepreneurship, sustainability studies, and community development. My research mainly focuses on the Canadian and Egyptian contexts.
The Ontario Undergraduate Student Alliance’s (OUSA) Award for Teaching Excellence (2020)
I am available and more than happy to supervise undergraduate and graduate students in any of my areas of research.
Zervas, T. & Abdou, E. D. (2022). Modern Education and National Identity in Greece and Egypt: (Re)producing the Ancient in the School Textbook. In D. Tröhler, N. Piattoeva, & W. Pinar (Eds.), World Yearbook in Education: Education, Schooling and the Global Universalization of Banal Nationalism. Routledge.
Makar, F. & Abdou, E. D. (2021). Egyptian Textbooks in Times of Change 1952-1980. Arab Studies Journal, 29(1), 8-37.
Abdou, E. D. & Zervas, T. G. (Manuscript in Preparation). Reconciling Ancient and Indigenous Belief Systems: Textbooks and Curricula in Contention. Toronto: University of Toronto Press.
Dorio, J. N., Abdou, E. D. & Moheyeldine, N. (Eds.) (2019). The Struggle for Citizenship Education in Egypt: (Re)Imagining Subjects and Citizens. New York: Routledge.
Abdou, E. D. (2018). Copts in Egyptian History Textbooks: Towards an Integrated Framework for Analyzing Minority Representations. Journal of Curriculum Studies, 50(4), 476-507.
Abdou, E. D. (2017). Toward Embracing Multiple Perspectives in World History Curricula: Interrogating Representations of Intercultural Exchanges Between Ancient Civilizations in Quebec Textbooks. Theory & Research in Social Education, 45(3), 378-412.
Abdou, E. D. & Chan, W. Y. A. (2017). Analyzing Constructions of Polytheistic and Monotheistic Religious Traditions: A Critical Multicultural Approach to Textbooks in Quebec. Multicultural Perspectives, 19(1), 16-25.
Abdou, E. D. & Skalli, L. (2017). Egyptian Youth-led Civil Society Organizations: Alternative Spaces for Resistance and Civic Engagement? In E. Oinas, H. Onodera, & L. Suurpää (Eds.), What Politics? Youth and Political Engagement in Africa (pp. 75-94). Leiden, The Netherlands: Brill.
Abdou, E. D. & El-Ebrashi, R. (2015). The social enterprise sector in Egypt: Current status and way forward. In A. Lanteri, & D. Jamali (Eds.), Social entrepreneurship in the Middle East (pp. 37-62). London: Palgrave Macmillan UK.
Abdou E. D., Nelson, J., Greenwald, D. & Fahmy, A. (2010, April). Social Entrepreneurship in the Middle East: Toward Sustainable Development for the Next Generation. Washington DC: Silatech, Dubai School of Government and Brookings Institution.
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