Scholars

Viruru, Radhika

Clinical Professor

Positions:

Clinical Professor, Teaching, Learning and Culture, School of Education and Human Development

Research Areas:

Early childhood education, Postcolonialism

UN Sustainable Development Goals:

Single Page Bio

Profile Summary

viruru@tamu.edu

1 979 845 8384

Co-author Network

Map of Science

ORCID

0000-0002-5692-0602

UN Sustainable Development Goals:

Research Areas:

Early childhood education, Postcolonialism

overview

Dr. Radhika Viruru is a Clinical Professor in the Department of Teaching, Learning and Culture (TLAC) at Texas A&M University, having joined the faculty in 1998. Her research interests include early childhood education, postcolonial childhood studies and technology integration into education. She is the author of two books on early childhood education (Early Childhood Education: Postcolonial Perspectives from India) published by Sage in 2001 and Childhood and Postcolonization: Power, Education and Contemporary Practice (co-author) published by Routledge in 2004 as well as numerous journal articles and edited book chapters. Her current research interests center around the social construction of the family particularly in the Persian Gulf.

education and training

Ph.D. in Educational Curriculum and Instruction, Texas A&M University - (College Station, Texas, United States) 1998

selected publications

Academic Articles13

Graham, K., Rios, A., & Viruru, R. (2022). Constructing radical community: an ecological model for shifting from an EdD to a We-dD in online doctoral programs.. High Educ (Dordr). 1-23.
Viruru, R., Eslami, Z., & Cherif, M. (2022). Troubling the trope of the authoritarian father: Perspectives from the Arab World. CHILDHOOD-A GLOBAL JOURNAL OF CHILD RESEARCH. 29(3), 455-468.
Viruru, R., & Rios, A. (2021). Needed Methodological Emancipation: Qualitative Coding and the Institutionalization of the Master's Voice. QUALITATIVE INQUIRY. 27(10), 1146-1158.
Lee, Y., Capraro, M. M., & Viruru, R. (2018). The factors motivating students' STEM career aspirations: Personal and societal contexts. International Journal of Innovation in Science and Mathematics Education. 26(5), 36-48.
Viruru, R., & Nasser, R. (2017). Waallah, the woman she should go direct to Paradise: Perceptions of motherhood in Qatar. Global Studies of Childhood. 7(2), 148-158.

Books3

Viruru, R. (2005). POSTCOLONIAL THEORY AND THE PRACTICE OF TEACHER EDUCATION. Emerald.

SDG 4
Cannella, G. S., & Viruru, R. (2003). Childhood and Postcolonization, Power, Education, and Contemporary Practice. Taylor & Francis.

SDG 4
Viruru, R (2001). Early Childhood Education Postcolonial Perspectives from India.

Chapters12

Shin, J., & Viruru, R. (2021). A Qualitative Study of Home-School Literacy Connections Between Korean ELL Families and Their Children's Early Childhood Teachers. Bridging Family-Teacher Relationships for ELL and Immigrant Students. 238-264. IGI Global.

SDG 4
Viruru, R., & Askari, N. (2021). Postcolonial Childhoods: Historical and Contemporary Notions. The SAGE Handbook of Global Childhoods. 56-69. SAGE Publications.
Rios, A., Viruru, R., & Ozfidan, B (2021). Don't Be a Ghost Who Drops Grades in Blackboard. Research Anthology on Developing Effective Online Learning Courses. 2049-2071. IGI Global.
Viruru, R., & Askari, N. (2020). How muslim women negotiate systems of motherhood in two cultures. Multiple early childhood identities. 185-199. Taylor & Francis.
Viruru, R., & Persky, J. C. (2019). Postcolonial Theory and Teacher Education. Oxford Research Encyclopedia of Education. Oxford University Press (OUP).

SDG 4