In a forthcoming book chapter, Vehabovic considers the ways in which K-12 educators and students might use children’s literature in classrooms and out-of-school spaces and places to engage with sociophobic situations.
“The Elon Teacher Scholar” – Nermin Vehabovic’s scholarship informs the content and pedagogy of teaching children’s literature and arts integration
Nermin Vehabovic, assistant professor of education, explores the use of children’s literature to address sociophobic situations like Islamophobia in K-12 classrooms and beyond, aiming to analyze the origins, perpetuation and potential challenges to social phobias in a forthcoming book chapter titled “Pulling Apart Islam and Phobia: Children’s Literature as Opportunities for Engaging With Sociophobic Reactions.”
In the book chapter, Vehabovic considers the ways in which K-12 educators and students might use children’s literature in classrooms and out-of-school spaces and places to engage with sociophobic situations, such as Islamophobia, which allows them to interrogate why social phobias exist, the ways in which these phobias are sustained, and how they might be challenged. The chapter is featured in an edited book on religion, the first amendment, and public schools. It is currently in press and will be available soon.
Vehabovic’s previous publications, which have been featured in top-tier international journals, broadly address issues like racism and bullying in children’s literature, as well as amplify voices and illuminate the experiences of translingual children from refugee backgrounds. “My scholarly pursuits directly inform the content and pedagogy of teaching children’s literature and arts integration, EDU 2980, as well as other courses and community engagements” he says.
“This semester, Elon students in the EDU 2980: Children’s Literature and Arts Integration course are learning how to engage K-12 students in meaningful and transformative conversations through interactive read-alouds, and then they get to try it out with children, youth, and families from refugee backgrounds in the families’ homes.”
Vehabovic continues, “It’s fascinating and rewarding to watch. During every class and community engaged experience, I witness Elon students transform as people, tap into and build upon their empathy, and ultimately move towards becoming equity-minded educators.”
More information about this work, as well as Welcome New Neighbor, a collaboration between the Dr. Jo Watts Williams School of Education and community partners that resettle and support people with refugee backgrounds in Burlington, is available here.
Vehabovic, N. (2023). Pulling Apart Islam and Phobia: Children’s Literature as Opportunities for Engaging With Sociophobic Reactions. In A. Bodle, E. E. Saylor, E. Bellows, S. An, & L. B. Buchanan (Eds.), Religion, the First Amendment, and Public Schools (pp. 79–89). Information Age Publishing.
Vehabovic, N. (2021). Picturebooks as critical literacy: Experiences and perspectives of translingual children from refugee backgrounds. Journal of Literacy Research, 53(3), 382-405. https://doi.org/10.1177/1086296X211030469
Wiseman, A. M., Vehabovic, N., & Jones, J. S. (2019). Intersections of race and bullying in children’s literature: Transitions, racism, and counternarratives. Early Childhood Education Journal, 47(4), 465-474. https://doi.org/10.1007/s10643-019-00933-9