Dr. Hasheem Hakeem
Co-Chair of the Diversity and Decolonization of the French Curriculum Collective (DDFC)
- Critical approaches to French language learning and assessment
- Queer pedagogy
- Language classroom participation
- Affect in language learning
- Qualitative methods
Dr. Hasheem Hakeem is an Assistant Professor in the Department of Integrated Studies in Education (DISE). His research advances critical approaches to French language learning and assessment, with a focus on multimodal strategies that promote critical thinking, sociopolitical awareness, and affective literacy. Current projects include developing assessment frameworks that move beyond traditional measures of proficiency; examining classroom practices—such as participation—shaped by teacher beliefs and ideologies; and reimagining the role of affect in language learning.
A former instructional professor at the University of Calgary and Northwestern University, and secondary school French immersion teacher, Dr. Hakeem has taught French in diverse educational contexts. He currently serves as Co-Chair of the Diversity and Decolonization of the French Curriculum Collective (DDFC), leading initiatives that challenge systems of oppression through scholarship, curriculum reform, and mutual aid.
- Ph.D., Individualized Interdisciplinary Studies (Joint focus in the Department of French and Faculty of Education), Simon Fraser University, Canada
- M.A., French Literature, Simon Fraser University, Canada
- B.Ed., Secondary French Immersion and Mathematics Education, Simon Fraser University, Canada
- B.A.H., French (Minor in Mathematics), Simon Fraser University, Canada
- Hakeem, H. & Million, L. (2025). Bridging grammar and critical thinking through an equity lens: Towards a sustainable French language and culture curriculum. CFC Intersections, 4, 1-21.
- Hakeem, H. & Lebrec, C. (Eds.). (2024). Au-delà de l’inclusion : pour une pédagogie critique, intersectionnelle et décolonisante [Special Issue]. Arborescences, (14).
- Hakeem, H. (2024). Autocensure, délégitimation et dissonance émotionnelle chez des enseignant·e·s de français 2ELGBTQI+ au Canada. Arborescences, (14), 55-71.
- Hakeem, H. (2023). Entre performance et fragilité : mécanismes de construction de la masculinité chez des garçons du secondaire. McGill Journal of Education, 58(1), 40-60.
- Hakeem, H. (2022). Queering the French language classroom: A social justice approach to discussing gender, privilege, and oppression. In S. Bouamer & L. Bourdeau (Eds.), Diversity and decolonization in French studies: New approaches to teaching (pp. 183-196). Palgrave Macmillan.
- Hakeem, H. (2021). Vers une pédagogie queer : analyse des perceptions d’élèves de 12e année du secondaire au sujet de la diversité sexuelle. Revue des sciences de l’éducation, 47(2), 197-223.
- B.Ed. Pédagogie de l'Immersion Française (PIF)
- Second Language Education
Prospective graduate students applying to thesis programs in DISE will be asked to list their top choices for supervisors in their application. A supervisor will be assigned to new graduate students, based on availability and other factors.
