I am in interested in helping teachers create inclusive and creative spaces using technology for students to be, know, and do in multiple ways.
I play on the intersections of culture, education, and technology. I am interested in how we use tools to make sense of our world and transform it.
Being a multilingual immigrant researcher of color from a transdisciplinary background in engineering, science, and cinema, I am critical of colonial influences on identity and literacies and seek inclusive and non-normative ways of thinking about education. I use three lenses (that influence my worldview) to teach and conduct research: culturally sustaining pedagogies, transdisciplinary thinking, and multiliteracies.
My broad interest, blended with my personal and educational experiences, takes various forms and raises interdisciplinary questions that cut across multiple methods and approaches. To organize my work, I label them under two overarching categories: literacies and technology and transdisciplinary thinking. Here is a list of past publications (not including conference presentations and proceedings) and on-going research threads:
LITERACIES AND TECHNOLOGY
- a framework of inclusive literacy practices
- postcolonial and decolonial approaches to being literate
Mehta, R. (manuscript). What does it mean to be literate? A framework of literacy practices of inclusion. Manuscript in Preparation.
Mehta, R. (manuscript). Practicing a pedagogy of inclusion: Evaluating culturally sustaining, transdisciplinary, multiliteracies (CTM) practices in a rural science classroom. Manuscript in Preparation.
Gleason, B. & Mehta, R. (manuscript). Bridging emotional distance and reclaiming humanity through humanizing pedagogies. Manuscript in Preparation.
Mehta, R. (manuscript). Living as a contamination of colonialism: A comparison of decolonial and postcolonial approaches to humanizing pedagogies. Manuscript in Preparation.
- transdisciplinary multiliteracies in predominantly white school settings
- non-normative multimodal literacies
- social media activism
Mehta, R. & Mishra, P. (revision). Fluid reading stances of multimodal readers: An intertextual analysis of meaning-making in visually dominant multimodal texts.
Mehta, R. (manuscript). Meaning of being literate in a digital world. Manuscript in Preparation.
Craig, J., Mehta, R., & Howard, J.P. (2017). Quantitative literacy to new quantitative literacies. In L. Tunstall, V. Piercey, & G. Karaali. (Eds.), Shifting Contexts, Stable Core: Advancing Quantitative Literacy in Higher Education (pp. 33-46). Mathematical Association of America, Washington, Forthcoming.
Mishra, P. & Mehta, R. (2017). What we educators get wrong about 21st century learning: Results of a survey. Journal of Digital Learning in Teacher Education, 33(1), pp. 6-19. http://dx.doi.org/10.1080/21532974.2016.1242392
SCIENCE AND AESTHETICS
- aesthetics in science
- understanding the significance of scientific literacy in non-science disciplines
- how science and humanities complement one-another
Mishra, P., Mehta, R. & Keenan, S. (manuscript). The philosophy at the intersections of science and aesthetics: A discourse analysis through the centuries. Manuscript in Preparation.
Mehta, R., Mishra, P. & Henriksen, D. (manuscript). The fragility of designing a rhetoric of aesthetics in STEM classrooms. Manuscript in Preparation.
Mehta, R., Keenan, S., Henriksen, D, & Mishra, P. (2017). Developing a rhetoric of aesthetics: The (often) forgotten link between art and STEM. In M.S. Khine, S. Areepattamannil & M. Melkonian. (Eds.), STEAM Education: Theory, Research, and Practice. Location: Emirates College for Advanced Education, United Arab Emirates.
Mehta, R., Mehta, S. & Seals, C. (2017). A holistic approach to science education: Disciplinary, affective, and equitable. Journal of Computers in Mathematics and Science Teaching, 36(3), pp. 269-286.
Mehta, R. & Keenan, S. (2016). Research to practice: Why teachers should care about beauty in science education. I Wonder: Rediscovering School Science, 2, pp. 83-86.
- creativity and cross-disciplinary connections in science and mathematics
- understanding creativity from neuroscientific perspectives
- creative avocations of professionals
Henriksen, D., Mehta, R., & Mehta, S. (2017). Design thinking gives STEAM to teaching: A framework that breaks disciplinary boundaries. In M.S. Khine, S. Areepattamannil & M. Melkonian. (Eds.), STEAM Education: Theory, Research, and Practice. Location: Emirates College for Advanced Education, United Arab Emirates.
Mehta, R., Mishra, P., Henriksen, D. (2017). The courageous rationality of being a neuroskeptic neuroscientist: Dr. Arne Dietrich on creativity and education. Tech Trends, 61(5), pp. 407-411. http://doi.org/10.1007/s11528-017-0217-x
Mehta, R., Mishra, P., Henriksen, D., & the Deep-Play Research Group. (2016). Creativity in mathematics and beyond – learning from Fields Medal winners. Tech Trends, (60) 1, pp. 14-18. http://doi.org/10.1007/s11528-015-0011-6
Henriksen, D., Mishra, P., & Mehta, R. (2015). Novel, effective, whole: Toward a NEW framework for evaluations of creative products. Journal of Technology and Teacher Education, 23(3), pp. 455-478.
Mishra, P., Henriksen, D., & Mehta, R. (2015). Creativity, digitality, and teacher professional development: Unifying theory, research, and practice. In M. Niess, & H. Gillow-Wiles (Eds.) Handbook of Research on Teacher Education in the Digital Age (pp. 691-722). Hershey, PA: Information Science Reference.
Henriksen, D., Mehta, R., Mishra, P. & the Deep-Play Research Group. (2014). Learning to see: Perceiving as a trans-disciplinary habit of mind. Tech Trends, (58)4, pp. 9-12.
Featured image credit: “Carpe Diem” by Kestin Cornwall (support his work)