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In addition to acting, Lobat has studied performance arts pedagogy. She is a Doctor of Philosophy in the field of education. She has taught at top universities including Harvard. She is an educator focused on more arts, culture and diversity in classrooms across schools, universities and in the corporate sector. 



Truth and Knowledge in Curriculum Making

by Lobat AsadiCheryl J. Craig (co-editors)


Truth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the need or arts funding and education, racial inequity, lack of Black teachers, minority representation amongst teachers and students, and intercultural competence.

Curriculum Development  & Diversity Training  

Antique Volumes

Lobat has conducted extensive research in performance pedagogy including spoken-word poetry documentary theater and the use of different English language dialects and bilingual as a form of social justice and resistance to cultural homogeneity. Lobat conducts workshops social  science research, diversity & equity training,  and she writes and reforms curriculum for school, univetisites, corporations as well the entertainment industry. 

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Arts Education 

Using Photo-voice as an Arts-based method for Grieving: LGBTQ + Pulse Orlando Shooting

by Mario I. Suarez, Lobat Asadi, Patrick Slattery et al.


Given the increase of gun violence in the United States, teachers are left with the added obligation of helping students process traumatic events. The present study seeks to address the following questions: What are some ways in which students process grief through arts-based methods? What can we observe through photovoice, a community-based method that uses photography, about the perceptions of six LGBTQ + students at a predominantly white institution after the Pulse Massacre? The study consisted of semi-structured focus group interviews with these students, all of whom spent a week creating photos in response to the tragedy. In order to understand the depth of how stories may have oppositional counter-stories, we look to narrative inquiry and find intersectionality and colorblind intersectionality at play. Implications for practice, policy, and research are included.

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Poetry Is Not a Luxury: Engaging Learners in Multiple Literacies 

by Lobat Asadi 


After observing the many benefits of spoken word poetry after school programs amongst marginalized students in an urban high school in Houston, Texas, Lobat documented their spoken word poetry lerngn process and performances over a period of two years. 

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Language & Social Justice 

Spanish is the Language of my Heart and English the Language of Commerce: Decolonizing epistemology

by Lobat Asadi, Stephanie Moody, Yolanda Padron

Bilingual and TESOL in-service teachers at a large public university in Texas were interviewed about their identity and any relationship to translanguaging. Semi-structured interviews and researcher observations were deconstructed through narrative inquiry (Clandinin & Connelly, 2000) to determine ideologies about monolingualism versus translanguaging. Based on our findings, we provide a rationale for making translanguaging a mainstream educational practice that counteracts traditional hegemonic language instruction (Darder & Uriarte, 2012; Gramsci, 1999; Phillipson, 2009). We warn that translanguaging will never become a mainstream educational practice unless language instructors reflect upon the settler origins of the current language pedagogy in the United States, and consider the global impact.

                                           Read More of Lobat's Academic Publications on Research Gate, Academia, or email the author for more information and collaborations 

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