Rouhollah Aghasaleh
Assistant Professor
Rouhollah Aghasaleh (Ph.D. The University of Georgia) has been an assistant professor in the School of Education since Fall 2020. Their scholarship lies at the intersection of critical pedagogies, cultural studies of curriculum, and feminist queer studies, addressing issues of equity and its impact on the education system. Rouhollah has contributed research that directly supports efforts for teachers to meet the needs of a more diverse array of students. They are the editor of the award-winning Brill volume, Children and Mother Nature: Storytelling for a Glocalized Environmental Pedagogy. In addition to editing a special issue on Curriculum Theorizing in the Post-truth Era (Journal of Curriculum Theorizing, 2019), Rouhollah has edited (with Drs. Sara Tolbert, Kathryn Scabtelbury, and Bhaskar Upadhyay), Phronetic Science: Morally Guided and Praxis-oriented Science Education (Peter Lang, 2025) and (with Drs. Tristan Gleason, James Burns, Chris Kyrchgasler) Handbook on Foucault and Education: Exploring Perspectives and Practices (Bloomsbury, 2026). Rouhollah's scholarly work has been featured in journals such as African American Studies, Curriculum Theorizing, Curriculum and Teaching Dialogues, Research in Science Teaching, Activist Science and Technology Education, and Reconceptualizing Educational Research Methodology. Furthermore, they have made significant contributions to Science and Technology Studies (STS), expanding their influence in interdisciplinary research.
Rouhollah is a 2024 Who’s Who in America Honored Listee. They serve (2025-30) as Editor of the Journal of Curriculum Theorizing and President of the Foundation for Curriculum Theory alongside Dr. Tristan Gleason.
As an anti-genocide peace activist and community organizer, Rouhollah is deeply committed to creating just and equitable educational spaces. They have been featured in both local and global media, amplifying their voice on critical issues.
As a leader in professional organizations such as Society of Professors of Education, Foundation for Curriculum Theory, and American Educational Research Association, Rouhollah actively engages with fellow educators, advocating for social justice and creating environments conducive to justice for historically and politically underrepresented, oppressed, and misrecognized students. Their commitment to emancipatory theories extends beyond textbooks, making teaching the focal point where their scholarship and activism converge.