M. Ayaz Naseem, PhD
Dr. Naseem holds a Ph.D. in comparative and international education from McGill University. His research interests include peace education, social media, feminist theory and philosophy, decolonial theory, post-structuralism, pluralism, and democratic and citizenship education. Dr. Naseem has also taught at the Quaid-i-Azam University, Islamabad, Pakistan in the departments of International Relations and Defense & Strategic Studies.
Dr. Naseem holds the prestigious Georg Arnhold Research Professorship on Educating for Sustainable Peace (2013-14) at the Georg Eckert Institute in Braunschweig, Germany. He also the co-chairs the Peace Education Special Interest Group of the Comparative and International Education Society (CIES).
PhD, Comparative and International Education, McGill University, Montreal, Quebec
MPhil, International Relations, Quaid-i-Azam University, Islamabad, Pakistan
MSc, International Relations, Quaid-i-Azam University, Islamabad, Pakistan
BA, Political Science, Economics (1983), University of the Punjab
Assistant Professor, Department of Education, Concordia University, Montreal. May 2004 - May 2009
Sessional Instructor, Department of Integrated Studies, McGill University 2002
Assistant Professor of Defense & Strategic Studies, Quaid-i-Azam University, Islamabad, Pakistan. January 1994 to
Lecturer in International Relations, Quaid-i-Azam University, Islamabad, Pakistan. January 1987 to January 1994
Honors and awards
Georg Arnhold Research Professor, (2013-2014), Georg-Eckert-Institut fur Internationale Schulbuchforschung, Braunschweig, Germany. (Value: Euro 39,000)
Post-doctoral Fellowship (2005-2007), Le Fonds Québécois de la recherche sur la société et la culture (FQRSC). Paulo Freire Institute, University of California at Los Angeles ($60,000)
Dean's Honor List, Faculty of Education, McGill University, Montreal. 2004
Doctoral Fellowship (2002-2004). Social Sciences and Humanities Research Council (SSHRC). $35,000
Doctoral Research Award (2002-2003) International Development Research Center (IDRC). $ 20,000
McGill Major Doctoral Fellowship (2002-2003). McGill University, Montreal, Canada. ($10,000) Not Availed
Ford Foundation-ACDIS Fellow at the University of Illinois at Urbana-Champaign. January-May, 1992. US$ 10,000
Graduate Merit Scholarship, Quaid-i-Azam University. September 1984 to December 1985
Service to academic community
Symposium Chair, First Georg Arnhold Symposium on Social Media as a Space for Peace Education (July 2014-2020)
Co-Chair, peace Education Special Interest Group, Comparative and International Education Society, 2011-2014
Member, Comparative and International Education Society Conference Advisory Committee, 2010-11
Member, Comparative and International Education Society Ad hoc committee on Development of Comparative Scholarship, 2010-2011
Program Chair, Canadian Association for Curriculum Studies at the CSSE Conference, Montreal May 2010
Conference Chair, International Association for Research on Textbooks and Educational Media. Montreal, August 2010
External Promotion Reviewer, Agha Khan Educational Foundation
External Doctoral Dissertation Examiner: Department of Integrated Studies in Education, OISE, University of Toronto, Australian, National University, McGill University, Aga Khan University-Institute of Educational Development, National Defense University, Islamabad, Pakistan, Qurtaba University of Science and Information Technology, Pakistan, Lahore College University, University of Peshawar, Pakistan
Naseem, M. A. & Arshad-Ayaz, A. Creating learningagainst radicalization. Social Sciences & Humanities Research Council SSHRCConnection Grant ($ 41,000; Role: PI).
Arshad-Ayaz, A. & Naseem,M. A. Perspectives of Canadian youthon extremism and counter-radicalization education. Social Sciences &Humanities Research Council SSHRC Insight Grant, ($106,130: Role Co-Applicant).
Carr, P., Thesee, G., Arshad-Ayaz, A., Naseem, M. A. Social Media, Citizenship Participation andEducation. Social Sciences & Humanities Research Council SSHRC InsightGrant. 2017-2021 ($235,949: Role Co-applicant).
Abrami, P. et al., Naseem, M. A., Using educationaltechnology to develop essential educational competencies in Sub-Saharan Africa.Social Sciences & Humanities Research Council SSHRC Partnership Grant.($2,500,000: Role Co-applicant).
Naseem, M. A., Arshad-Ayaz, A. Rosemarie Schade, Erin Manning, James Grant, Peter Stoet, & Peter Graham, Educating for Environmental Sustainability: Need for multi-disciplinarity, Center for Interdisciplinary Studies in Society and Culture, Concordia University. 2012-13
Stober, G., Naseem, M. A., Ghosh, R & Nair, G. Exacerbating Conflicts - Promoting Peace? The Role of Social Science Textbooks in South Asia (Bangladesh, India, Pakistan, Sri Lanka). Funded by Alexander Von Humboldt Foundation, Germany. 2008-12. Euro 37,500
Construction of the 'Other' in Curricula and Textbooks: A Post-structuralist Analysis of Nationalist Identities in India and Pakistan. Funded by SSHRC Standard Research Grant. 2006-09. C$ 145,569
Undemocratic texts: The role of school curricula and textbooks in construction of Democratic Citizenship in Pakistan. Funded by FQRSC research grant. 2006-09. C$ 39, 498
Education, Citizenship and Democracy in a Developing Society: A Case Study of Pakistan. Funded by Concordia University General Research Fund. 2006-07. C$ 15,000
Naseem, M. A.& Arshad-Ayaz, A. (Eds.) (Under Contract for publication in Spring 2020). Peace 2.0: Social Media as Space for Sustainable Peace Education, Palgrave-Macmillan.
Naseem, M. A. (2010). Education and gendered citizenship in Pakistan. New York: Palgrave-McMillan. Finalist, Jackie Kirk Award for outstanding book, Comparative and International Education Society (CIES)
Hyslop-Margison, E. J. & Naseem, M. A. (2007). Scientism and education: Empirical research as neo-liberal ideology. Dordrect, the Netherlands: Springer Publishing. Winner of American Education Studies Association Critics Choice Award 2008
Naseem, M. A. (1989). (Ed.) International Relations: A New Perspective. Lahore: Progressive Publishers
Naseem, M. A.,Arshad-Ayaz, A., Duckworth, C., Savard, M*. (2016). Teaching about extremism,terror and trauma: Policy, pedagogy, curricula. Special issue of Journal of Contemporary Issues in Education (Universityof British Columbia/University of Alberta), Spring.
Naseem, M. A. andStöber, G. (2014). Textbooks,Identity Politics and Conflict Lines in South Asia, special issue of Journalof Educational Media, Memory and Society (JEMMS) 6 (2) (2014).
Naseem, M. A. (2019). History and its discontents: The masterhistorical narratives and agency in Pakistan’s textbooks. In S. Lässig, M.Repoussi, L. Cajani (Eds.), HistoryEducation under Fire. New York: Palgrave McMillan.
Naseem, M. A. (Forthcoming 2019). We the people: Peace educationalpotential of social media: Multilogues of National Self-regeneration inPakistani Blogosphere. In M. A. Naseem and A. Arshad-Ayaz (Eds.). Peace 2.0: Social Media as a Space forSustainable Peace Education, Palgrave-Macmillan. (Refereed)
Naseem, M.A., Arshad-Ayaz, A. (Forthcoming 2019). Peace 2.0: Socialmedia as space for peace education: An introduction. In M. A. Naseem and A. Arshad-Ayaz (Eds.). Peace 2.0: Social Media as a Space forSustainable Peace Education, Palgrave-Macmillan.
Naseem, M. A., Arshad-Ayaz, A., Doyle, S.* (2017). Social media asa space for peace education: Conceptual contours and evidence from the Muslimworld. Research in Comparative and InternationalEducation. Spring.
Naseem, M. A., Savard*, M. (2017). Challenging the PotentialConsequences of Pakistani Textbooks: Radicalization or Peacebuilding. Historyfor Peace, A Seagull Journal. Fall.
Arshad-Ayaz, A., Naseem, M. A. (2017). Creating ‘invited’ spaces for counterradicalization and counter-extremism education. Diaspora, Indigenous,and Minority Education. Spring.
Naseem, M. A. and Arshad-Ayaz, A. (2016). One voice or many: Asurvey of feminist theorization. Journalof gender and social issues. Spring/Summer.
Naseem, M. A. Arshad-Ayaz, A. (2016) What kind of pedagogy do we need to addressextremism and terror? Journal ofContemporary Issues in Education, Vol 11, No. 1, Spring, pp. 6-18.
Naseem, M. A., Arshad-Ayaz, A., Duckworth, C., Savard* (2016).Teaching about extremism, terror and trauma: Policy, pedagogy, curricula:Introduction. Special issue of Journal of contemporary issues in education.Vol 11, No. 1, Spring, pp.1-5.
Naseem, M. A. & Arshad-Ayaz, A. (2016).Knowledge imperialism: Education and domination in the neo-liberal era. In K.Gray and H. Bashir (Eds.), Eastward Bound: The politics, economics, and pedagogy ofWestern higher education in Asia and the Middle East. Lanham: Lexington/Rowman and Littlefield.
Naseem, M. A. (2015). Reimagining peace,reimagining education: Peace educational potential of social media. Journal of Education in Muslim Society. Vol. 2 No. 1 June 2015 page. 1-11
Naseem, M. A. (2014). Deconstructing Militarismin Pakistani Textbooks, JEMMS 6 (2), pp.10-24.
Naseem, M. A. and Stöber, G. (2014). Textbooks,Identity Politics and Conflict Lines in South Asia, JEMMS 6 (2), pp. 1-9.
Naseem, M. A. (2013). Perspectivasconceituais sobre o multiculturalismo e a educação multicultural: Umainvestigação do campo. Visão Global,Joaçaba, v. 15, n. 1-2, p. 23-36, jan./dez.
Naseem, M. A. & Arshad-Ayaz, A. (2012). Education and Democracyunder Neo-liberal Knowledge Imperialism. In Ali A. Abdi and Paul R.Carr. (Eds.). Educating for democraticconsciousness: Counter-hegemonic possibilities. Netherlands: Peter LangPublishing, pp. 151-166.
Naseem, M. A. (2011). Conceptualthinking on multiculturalism and diversity in Canada: A survey. In Diversityand Education for Liberation: realities, possibilities and problems. Canadian Issues: A Publication of theAssociation for Canadian Studies, Special Edition. Pp.9-15.
Naseem,M. A. & Ghosh, R. (2010). Construction of the ‘Other’ in History Textbooks in Indiaand Pakistan. In G. Pampanini, F. Adly, D. Napier (Eds.) Interculturalism,society and education. Rotterdam, Boston, Taipei: Sense Publishers, Pp.37-44.
Naseem, M. A. (2009). Construction ofMilitaristic identities in Pakistani textbooks. In Stephen M. Lyon, and Iain R. Edgar, (Eds). Shapinga nation: An examination of Education in Pakistan. Karachi: OxfordUniversity Press, pp. 148-157.
Barakett,J. and Naseem, M. A. (2008).Multicultural, anti-racist education and black feminist pedagogy. In C.Levine-Resky (Ed.), Canadian Perspectiveson the Sociology of Education. London, New York: Oxford University Press,pp. 69-80.
Hyslop-Margison& Naseem, M. A. (2007). CareerEducation as Humanization: A Freirean Approach to Lifelong Learning. Alberta Journal of Education. Vol. 54,#1, pp. 347-358.
Hyslop-Margison,E. & Naseem, M.A. (2007).Philosophy of education and the contested nature of empirical research: Arejoinder to D. C. Phillips. Philosophyof Education. Pp. 310-318.
Naseem, M. A. & Arshad-Ayaz, A.(2007). The Market, the Nation and the School: EFA in times of Globalizationand Nationalism. In A. Wiesman and D. Baker (Eds.), Education for All: Global Promises, National Challenges (Volume 8in the International Perspectives on Education and Society Series). Amsterdam,Boston: Elsevier Science, Ltd. Pp. 73-108.
Naseem, M. A. & Hyslop-Margison (2006). Nussbaum’s Concept ofCosmopolitanism: Practical Possibility or Academic Delusion? Paideusis. # 2. pp. 51-60.
Naseem, M. A. (2006). The Soldier and the Seductress: APost-structuralist Analysis of Gendered Citizenship through Inclusion in andExclusion from Language and Social Studies Textbooks in Pakistan. International Journal of InclusiveEducation. vol. 10, nos. 4&5, July-September. Pp. 449-468.
Ghosh, R. & Naseem, M. A. (2003). Education is thatwhich Liberates: Education Philosophy of Rabindranath Tagore. Journal of Post Colonial Education.Volume 2, #1; 87-100.
Naseem, M. A. (1995). Promoting the Development of aCulture of Peace and Devising Innovative Methods for Early Prevention andPeaceful Management of Conflicts: A view from Pakistan. In The Culture of Peacein Central South Asia. Rawalpindi: UNESCO/Friends pp. 1-14.
Mazari, S. M., & Naseem, M. A., (1990). Development ofDefense and Strategic Studies as an Academic Discipline in Pakistan. In S.H.Hashmi (Ed.). The State of SocialSciences in Pakistan. Islamabad: Quaid-i-Azam University. Pp. 218-228. 2001e-edition available at: http://www.coss.sdnpk.org/chap11.htm.
Naseem, M. A. (1989). Dominant Anglo-SaxonEpistemological Tradition: A Critique. Journalof European Studies. Vol. 4 & 5, Nos. 1 & 2. Pp. 1-15.
Naseem, M. A. (1989). The Afghan episode: A study in Soviet threatperception. Journal of Central AsianStudies, #24, 1989, pp. 65-78.
Naseem, M. A. (1988). US as a Factor in Pak-SovietRelations”, Journal of American Studies.Vol. VI, No. 1, 1988.
Chapters in Books (reviewed by volume editors)
Naseem, M.A., Arshad-Ayaz, A. and Rodriguez J. R. (2016).Representation of minorities in Textbooks: Comparative internationalperspectives. In M. A. Naseem, A. Arshad-Ayaz, J. Rodriguez Rodriguez, (Eds.) Representation of minorities Textbooks:International Comparative Perspectives. Santiago de Compostella: Universadadede Santiago de Compostella, pp. 7-12.
Arshad-Ayaz, A. & Naseem, M. A. (2016). Motherhood as acounter-hegemonic reading of citizenship and agency. In A. Abdi & L. Shutz(Eds.). Decolonizing Global Citizenship Education. Rotterdam, Boston, Taipei: SensePublishers, pp. 81-04
Ghosh,R., Naseem, M. A., Vijh, A. (2012). Tagore and education: Gazing beyondthe colonial cage. In A. Abdi (Ed.). Decolonizingphilosophies of education. Rotterdam, Boston, Taipei: Sense Publishers, pp.59-71.
Naseem, M. A. (2009). Allah, America and the army: Impact of the USinvolvement in South Asia on Pakistan’s educational policy. In N. Sobe (Ed.), By the Dawn's Early Light: Americanpost-conflict educational reconstruction from the Spanish-American War to Iraq.New York: Palgrave-McMillan, pp. 208-228.
Ghosh, R., Abdi, A. A. & Naseem, M. A. (2008). Identity incolonial and postcolonial contexts: select discussions and analyses. In A. Abdi& G. Richardson (Eds.), Decolonizingdemocratic education: trans-disciplinary dialogues. Rotterdam, Netherlands:Sense Publishers, pp. 57-66.
Abdi, A. & Naseem, M. A. (2008). Globalization asan educational framework of convergence: globalizing the local and localizingthe global. In A. Abdi & G. Richardson (Eds.), Decolonizing democratic education: trans-disciplinary dialogues.Rotterdam, Netherlands: Sense Publishers, pp. 97-106.
Naseem, M. A. (2008). Peace-Educational Value of the World WideWeb: Dialogue and Confidence Building in the Cyber Space; an Analysis ofChowk.Com. In J. Lin, E. Brantmeier and C. Bruhn (Eds.), Transforming Education for Peace. Greenwich CT: Information AgePublishing, 185-202.
Naseem, M. A. (2006). DeconstructingMilitaristic Identities in Language and Social Studies Textbooks in South Asia:The Case of Pakistan. In Éric Bruillard, Bente Aamotsbakken, Susanne V. Knudsenand Mike Horsley (Eds.). Caught in theWeb or Lost in the Textbook? Paris: Jouve, STEF, IARTEM, IUFM deBasse-Normandie. Pp. 179-186.
Naseem, M. A. (2004). State, education, and citizenship discourses,and the construction of gendered identities in Pakistan. In P. Ninnes & S.Mehta (eds.) Re-Imagining the Discourse:Post Foundational Ideas for Comparative Education. London: Routeledge. Pp.85-106.
Naseem, M. A. (1989). Pakistan’s Security Predicament and ForeignPolicy Options. In M.A. Naseem (Ed.) International Relations: A NewPerspective. Lahore: Progressive Publishers, pp. 109-143.