Shireen Keyl
School of Teacher Education and Leadership
Associate Professor, Cultural Studies
Contact Information
Office Location: SLSLCR 132Phone: 435-283-5649
Email: shireen.keyl@usu.edu
Additional Information:
Educational Background
Licensures & Certifications
Biography
Shireen Keyl is an associate professor at Utah State University in the School of Teacher Education and Leadership where she teaches Foundations of Education, Diversity in Education, and Anthropology of Education. She also leads a Study Abroad course, TEAL 5560/6560 Education in Refugee Populations in Amman, Jordan. Her research interests are in nonformal education related to refugee and migrant education in the U.S. and abroad. She utilizes decolonizing and critical praxis and engages in activist-oriented research with non-governmental organizations especially as it relates to English as a Foreign Language education and community-led research. She has focused on refugee and migrant populations’ ways of knowing and how that intersects with community education. Her research and teaching, critical in their orientation toward attempts to work for social justice, stem from her experiences as an educator in the United States and in the Middle East region. Shireen was a Fulbright scholar in Amman, Jordan and has completed fieldwork in several Middle East countries.
Teaching Interests
Anthropology of Education, Discourse Analysis, Study Abroad, Foundations of Education, Culturally Responsive Education, International/Comparative Education, Global Education
Research Interests
Refugee and Immigrant Education, Girls' and Women's Education in Global Context, Nonformal/Community Education, Critical Pedagogy, Teaching English Abroad, Participatory Action Research, Decolonizing education
Awards
TEAL Faculty Teacher of the Year, 2026
School of Teacher Education and Leadership
Fulbright Specialist, 2025
U.S. Department of State’s Bureau of Educational and Cultural Affairs
2025 TEAL Faculty University Service Award, 2025
Fulbright Scholar Award, 2019
Fulbright Commission
2016 Emerging Visionary Award, 2016
UA Commission on the Status of Women
Publications | Books
- Keyl, S., (2022). Development, Education, and Participatory Action Research to Empower Marginalized Groups: Critical Subaltern Ways of Knowing among Migrant Domestic Workers. Routledge
- Keyl, S., Álvarez V., J.A, Amanti, C., Mackinney, E., (2016). Critical Views on Teaching and Learning English around the Globe: Qualitative Research Approaches. Information Age Publishers
- Keyl, S., (2025). Subaltern ways of knowing: A critical spatial analysis of migrant domestic worker knowledge production in Beirut, Lebanon: Decolonial Feminist Genealogies & Futures. University of Illinois Press
- Keyl, S., (2016). Learning English in the Margins: Migrant Worker Knowledge Production in Beirut’s NGO Spaces: Critical Views on Teaching and Learning English Around the Globe.
Publications | Book Chapters
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Publications | Curriculum
- Keyl, S., (2020). Privilege & White Fragility: Entering Research: A Facilitator's Manual: Workshops for Students Beginning Research in Science (2nd Edition).
- Keyl, S., (2020). Diversity in STEM: Entering Research, 2nd edition.
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Publications | Journal Articles
Academic Journal
- Keyl, S., (2021). Subaltern Praxis: A Vygotskian and Freirean Framework in NGO Education. International Journal of Multicultural Education
- Keyl, S., (2017). Freirean Pedagogy in Beirut’s Migrant Worker Classroom.. Pedagogy & (Im)Possibilities across Education Research (PIPER), 1:1, doi: 10.4148/2576-5795.1001
- Keyl, S., (2017). Subaltern Pedagogy: A Critical Theorizing of Pedagogical Practices for Marginalized Border-Crossers. International Journal of Critical Pedagogy
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Publications | Other
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.