Shyla Gonzalez-Dogan
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Phone: 602-543-4605
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4701 W. Thunderbird Rd. FAB S255 Glendale, AZ 85306
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Mail code: 3151Campus: West
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Dr. Shyla González-Doğan is an assistant professor in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College at Arizona State University. Her educational training is in anthropology, education, and Middle East and North African studies from the University of Arizona and Teachers College, Columbia University.
Dr. González-Doğan believes that the remedy for most social issues can be found in community based organizing. She is passionate about research that highlights the resilience, capacity-building, and organizing efforts of marginalized communities, particularly with regard to education and learning. Much of her research focuses on the experiences of immigrants, refugees, or those of the first generation. She also has a strong interest in identity formation, practices of inclusion and exclusion, and Islamic education.
Prior to joining MLFTC, she taught at the University of Arizona and Pima Community College. She also has experience teaching in the K-12 school system and was the principal of a private K-5 Islamic school.
Ph.D. Educational Leadership and Policy, University of Arizona 2019
Certificate in Nonprofit Leadership, Eller College of Management, University of Arizona 2016
M.Ed. Anthropology and Education, Teachers College, Columbia University 2014
M.A. in Near Eastern Studies (Concentration in Turkish Studies), University of Arizona 2012
B.A. in International Relations (Middle East regional focus), Birmingham–Southern College 2006
Dr. Gonzalez-Doğan focuses on the role that community organizations and community relationships can play in the life of individuals - particularly those who are marginalized in some form. Her ultimate concern centers on how communities organize and meet their educational and social needs. Furthermore, she has a significant interest in exclusion within community organizations and methods that can be used to ensure that community spaces are equitable.
She has a focus on the MENA region and closely surrounding areas and much of her research is on Islamic organizations or cultural centers. Her wider interests are cultural and national identity, refugee education, integration, culturally-based curriculum models such as Afrocentric education, and social issues such as substance abuse.
Learning and Educating Across Refugee/(Im)migrant Networks (LEARN), Arizona State University, Participating Member since Fall 2022 and PI as of Fall 2023
In this project, refugees, educators, and researchers re brought together with those in global and community organizations to 1.) identify key areas of needed research on the education of refugee/(im)migrants and to 2.) develop intentional and inclusive collectives to both conduct research and to use research findings to build necessary supports for refugee/(im)migrant communities in Arizona, the United States (US), and globally. Refugee/(im)migrants and teachers are situated as both learners and educators, who deserve support not only from organizations,but also from academic institutions.
Soyer, M., Yigit, M. F., González-Doğan S., Ovando-Montejo, G. A., Ahmad, S., & Chapoose, T. (2024). Building bridges: Catalyzing institutional change at Utah State University via experiential learning with Ute and Navajo students. Journal of Culture and Values in Education. 7(3) 112-129. https://doi.org/10.46303/jcve.2024.31
Soyer, M., & González-Doğan S. (Under Review). It is normal…period!: Raising awareness through a student-led menstrual equity project on campus. [Manuscript submitted for publication].
González-Doğan, S., Soyer, G., Bayhan, S., Yazici, M., Akçay, M., Harb, J., Mekkawi, Ramadan, A., & Turan A. (2024). “Home is the mouth of a shark”: Trauma and the needs of students from refugee backgrounds from the perspective of boundary spanning refugee resettlement workers. Education Sciences. 14(9) 970. https://doi.org/10.3390/educsci14090970.
González-Doğan, S., & Palandjian, G. (2024). When the state becomes a monster: Post-coup education in Turkish cultural centers and new definitions of home. Diaspora, Indigenous, and Minority Education, 1–17. https://doi.org/10.1080/15595692.2024.2398540
Foulger, T. S., King, A. & González-Doğan, S. (In Press). Appreciative tuning protocol: The effect of a faculty collaboration tool on refining character integration. International Journal for the Scholarship of Teaching and Learning.
González-Doğan, S., Turan, A., Hovsepian, S., & Anayatova, D. (2024). Credentials, perpetual “foreignness”, and feeling out of place: Three stories of resilience from teachers of refugee background. Social Sciences, 13(7) 363. https://doi.org/10.3390/socsci13070363
González-Doğan, S., Foulger, T. S., & King, A. M. (2024). Integrating principled innovation as a character development framework in education coursework. Journal of Moral Education, 1–22. https://doi.org/10.1080/03057240.2024.2361055
González-Doğan S. (2023). Experiences of anti-Blackness in Islamic educational spaces: Implications for Islamic teacher education. Education Sciences,13(11). https://doi.org/10.3390/educsci13111160
Gonzalez-Doğan, S. (2022). Linguistic othering and “knowledge deserts”: Perspectives on Arabic use in linguistically diverse Islamic institutions. Linguistics and Education, 71. https://doi.org/10.1016/j.linged.2022.101076.
Gonzalez-Doğan, S. (2022). “You're Black. You're from Africa. You can't be the principal": Limited leadership in Islamic institutions. Journal of Muslim Minority Affairs, 44(4). https://doi.org/10.1080/13602004.2022.2032903
Gonzalez-Doğan, S. & Doğan, B. (2020). Together in education, apart from brick and mortar: Rapid professional development for online distance learning. In R.E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 211-217). Association for the Advancement of Computing in Education (AACE).
Koyama, J. & Gonzalez-Doğan, S. (2019). Displacement, replacement, and fragmentation in ordermaking: Enacting sovereignty in a US-Mexican border state. Ethnography. https://doi.org/10.1177/1466138119845395
Doğan, S. (2015). The lived environments of the Middle East. In Teaching the Middle East: A resource guide for American educators, Washington, DC: Middle East Policy Council.
Dr. Gonzalez-Doğan is currently working on her book, "“That You May Know One Another:” Examining Race Relations in U.S. Islamic Communities." The book examines the impact that the U.S. racial stratification system and anti-Blackness have had on race relations within the U.S. Muslim community. It provides a historical and political context for why some Muslims who have immigrated from outside of the U.S. have allied themselves with Whiteness and how that has led to fissures within the Muslim community. Furthermore, this work examines how the Black Lives Matter movement and contemporary politics have fueled a new generation of Muslims to confront the biases within their own communities.
Courses
2025 Spring
| Course Number | Course Title |
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| DCI 792 | Research |
2024 Spring
| Course Number | Course Title |
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| DCI 792 | Research |
2023 Fall
| Course Number | Course Title |
|---|---|
| EDU 302 | Diversity in Learning Contexts |
| EDU 302 | Diversity in Learning Contexts |
| EDU 396 | Exploring Ideas Internship |
| EDU 396 | Exploring Ideas Internship |
2023 Spring
| Course Number | Course Title |
|---|---|
| EDU 302 | Diversity in Learning Contexts |
| EDU 302 | Diversity in Learning Contexts |
2022 Spring
| Course Number | Course Title |
|---|---|
| BLE 536 | Ed for Social Transformation |
| BLE 536 | Ed for Social Transformation |
| EDU 302 | Diversity in Learning Contexts |
| EDU 302 | Diversity in Learning Contexts |
2021 Fall
| Course Number | Course Title |
|---|---|
| BLE 536 | Ed for Social Transformation |
| BLE 536 | Ed for Social Transformation |
2021 Summer
| Course Number | Course Title |
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| BLE 511 | Intro/Language Minority Educ |
| BLE 511 | Intro/Language Minority Educ |
2021 Spring
| Course Number | Course Title |
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| TEL 410 | Leadership and Advocacy in Ed |
| TEL 410 | Leadership and Advocacy in Ed |
2020 Fall
| Course Number | Course Title |
|---|---|
| TEL 410 | Leadership and Advocacy in Ed |
| TEL 410 | Leadership and Advocacy in Ed |
MLFTC Internal Research Grant, “"That You May Know One Another:” Examining Race Relations in One U.S. City’s Islamic Community," 2023
American Educational Research Association, Division G, Social Context of Education Mini-Grant, “Redefining “Home”: Politics as Motivation for Educational Change in Turkish Diaspora Cultural Centers,” 2021-2022
Reviewer, Education Policy Analysis Archives, 2021-
Reviewer, Anthropology Education Quarterly, 2014-2017, 2020-
Reviewer, Current Issues in Comparative Education Journal, Teachers College Columbia University, 2013-2014
American Anthropological Association, Member
American Association of University Women, Member
American Educational Research Association, Member
Middle East Studies Association, Member
Comparative and International Education Society, Member
American Educational Studies Association, Member
Association for Moral Education, Member
Society of North American Scholars, Member
Center for Maghrib Studies, Arizona State University, Board Member 2020 - Present
Middle East Outreach Council, Board Member 2015 – 2018
Muslim Anti-Racism Collaborative, Member
Setrag Hovsepian, Ph.D., Educational Policy and Evaluation, Secondary Advisor (2021-2022)
Nasir Kaihan, Visiting Scholar, Educational Policy and Evaluation, Secondary Advisor (2022 - Present)
Emily Nunez-Eddy, Ph.D., Educational Policy and Evaluation, Secondary Advisor (2020-2021)
Dilraba Anayatova, Ph.D., Educational Policy and Evaluation, Secondary Advisor (2021-2022)
Adnan Turan, Ph.D., Educational Policy and Evaluation, Secondary Advisor (2021-2022)
Learning and Educating Across Refugee/(Im)migrant Networks (LEARN), Arizona State University, Participating Member since Fall 2022 and PI as of Fall 2023
Faculty Women of Color Caucus, Inaugural Research Leadership Development Program, Arizona State University, Member, 2022-
Commission on the Status of Women, Arizona State University, Service Representative, 2021-Present
Center for Middle Eastern Studies, University of Arizona, Affiliate Faculty, 2022-Present
Center for Maghrib Studies, Working Committee Member, 2020 - Present
Fulbright Specialist, 2021-2025
Higher Education Program for Morocco - Islamic Education Domain, 2020-2021
WestEd, Subject Matter Expert