Ehaab D. Abdou

Through my research and teaching, I have been seeking to promote the meaningful inclusion of marginalized groups' narratives, epistemologies, histories, and perspectives in various contexts.

Within the field of education and curriculum studies, I focus on the inclusion of systematically and historically marginalized narratives, perspectives, and epistemologies in educational systems and curricula in Egypt and North America. Within the social entrepreneurship and civil society fields, I have been focusing on the meaningful inclusion and active participation of young people in Egypt, and the wider Middle East and North Africa region.

Anchored in curriculum studies, my research interests include social studies and citizenship education, religious education, extracurricular historical narratives, historical consciousness, critical pedagogy, critical discourse and textual analyses, and civic engagement of youth.

A key research agenda that I have been developing and dedicating much energy to the past few years relates to analyzing representations of ancient and Indigenous wisdom traditions in educational contexts where Abrahamic faiths have become dominant. I have published on this topic in several journals, including Theory and Research in Social Education (TRSE), Journal of Curriculum Studies, and Multicultural Perspectives. I have also published some related opinion pieces in the Montreal Gazette, as well as longer pieces in the award-winning Egyptian website 'Mada Masr,' The Conversation, and Public History Weekly.

To further develop this research agenda and contribute to this highly understudied question, I've helped co-edit two related edited volumes with Prof. Theodore G. Zervas (North Park University, USA) focusing on examining representations of ancient pagan and Indigenous wisdom traditions in educational curricula across various global contexts. The first is "Ancient and Indigenous Wisdom Traditions in African and Euro-Asian Contexts:
Towards More Balanced Curricular Representations and Classroom Practices" (Routledge, 2024). And the second is "Ancient and Indigenous Wisdom Traditions in African and Euro-Asian Contexts: Towards More Balanced Curricular Representations and Classroom Practices" (Routledge, 2024).