Shahrzad Mojab

Biography

Professor Mojab earned her B.A. in English Language in Iran (1977), M.A. in two areas of Comparative Education and Administration, Higher and Continuing Education (1979), and Ph.D. in Educational Policy Studies and Women’s Studies (1991) at the University of Illinois at Urbana-Champaign. She spent four years (1979-1983) in post-revolutionary Iran, where she became active in the women’s movement and the social movements of students and the Kurds. Before joining the University of Toronto in 1996, Shahrzad taught and worked at University of Windsor, Ryerson University, and Concordia University Montreal). Professor Mojab has served as the Interim Principal of New College, and Director of Women and Gender Studies Institute, at the University of Toronto. She is the past-President of the Canadian Association for the Studies of Adult Education. Professor Mojab earned her B.A. in English Language in Iran (1977), M.A. in two areas of Comparative Education and Administration, Higher and Continuing Education (1979), and Ph.D. in Educational Policy Studies and Women’s Studies (1991) at the University of Illinois at Urbana-Champaign. She spent four years (1979-1983) in post-revolutionary Iran, where she became active in the women’s movement and the social movements of students and the Kurds. Before joining the University of Toronto in 1996, Shahrzad taught and worked at University of Windsor, Ryerson University, and Concordia University Montreal). Professor Mojab has served as the Interim Principal of New College, and Director of Women and Gender Studies Institute, at the University of Toronto. She is the past-President of the Canadian Association for the Studies of Adult Education.

Research Interest

Professor Mojab’s areas of research and teaching are: educational policy studies; gender, state, diaspora and transnationality; women, war, militarization and violence; women, war and learning; feminism, anti-racism, colonialism and imperialism; Marxist-feminism and learning; adult education in comparative and global perspectives. Her approach to the study of race, gender, class, nationality, and transnationality, is informed by feminist, dialectical, and historical materialism. She is critical of theoretical frameworks which treat race, gender, and class atomistically and reduce them to the domains of discourse, text, language or identity. She critiques monopolies of knowledge and power in education, and advocates dialogical and inclusive pedagogical practices.