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Author Biographies

I am Haniyeh, a transnational scholar whose lived experience bridges continents and identities. Born in the Middle East, I was once perceived as “white” in my home country. However, upon arriving in the United States, I was redefined as a woman of color, a shift that was not only personal but profoundly transformational. It reshaped my academic purpose and deepened my commitment to justice in education. Although I entered the field with a background in multicultural education, it was during my doctoral journey that I encountered Critical Race Theory, a framework that brought clarity, depth, and urgency to my work. Today, my research explores how layered and intersecting identities shape the experiences of teacher educators, with a particular focus on uplifting international voices. Through my scholarship, I strive to reimagine education as a space where all voices, especially those historically marginalized, are not only heard, but truly valued.

Abstract

This paper examines the interplay between hegemonic systems, curriculum, and individual consciousness in diverse life contexts. It underscores the need for critical thinking skills and self-examination to challenge hegemonic ideologies embedded within curriculum materials. The paper emphasizes the potential for curriculum to shape and influence consciousness, yet it also highlights the autonomy of consciousness to critically engage with curriculum content. Positionality and identity are explored, illustrating how they impact an individual's social role and their ability to promote social justice.

Through the Currere as a autoethnography research method, the paper offers a comprehensive reflection on the author's experiences as an international student in a predominantly white institution. By examining past experiences, decision-making processes, and information sources, the paper explores the impact of hegemonic systems on curriculum and consciousness. The narrative journey highlights the potential for transformative change through critical self-examination and more inclusive curriculum design.

Publication Date

8-2025

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