Hamida Riahi | Conflict Resolution & Mediation | Research Excellence Award

Dr. Hamida Riahi | Conflict Resolution & Mediation | Research Excellence Award

Lecturer | The University of Northern Border University | Saudi Arabia

Dr. Hamida Riahi is a scholar of contemporary literary and cultural studies whose research engages with postcolonial theory, gender studies, trauma narratives, and Arab/Muslim representation in Anglophone literature. Her work foregrounds intersectionality, Islamic feminism, diaspora studies, and discourse analysis, with particular attention to narrative voice, identity formation, and power structures. She has authored and co authored 6 scholarly documents, published with internationally recognized academic presses and peer-reviewed journals, including outlets indexed in Scopus and the Web of Science. Her publications examine themes such as intertextuality, trauma, migration, racism, and the sociocultural implications of emerging technologies in education and writing practices. Dr. Riahi’s scholarship has received 1 citation, reflecting its growing academic impact, and she currently holds an h-index of 1. Through interdisciplinary and critically engaged research, her work contributes to ongoing global conversations on literature, identity, gender justice, and cultural politics.

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Elaheh Rahimi | Learning & Development | Research Excellence Award

Mrs. Elaheh Rahimi | Learning & Development | Research Excellence Award

PhD Student | The University of Canterbury | New Zealand

Mrs. Elaheh Rahimi contributes to early childhood education, philosophy of education, and cultural linguistics by advancing theoretical and methodological understandings of meaning-making in educational contexts. Across 9 peer reviewed documents with 246 citations and an h-index of 5, the work integrates dialogic theory, cultural semiotics, and philosophical inquiry to examine how objects, language, and culture mediate learning and identity. A key contribution is the development of dialogic and Cassirer informed frameworks that reconceptualise infants’ engagement with objects as culturally situated, dynamic, and symbolically rich practices. The research extends beyond early childhood education to address intercultural competence, discourse analysis, and emerging issues such as artificial intelligence and childhood. Published in international journals and disseminated through scholarly conferences, this body of work bridges theory and practice, offering conceptual tools that inform culturally responsive pedagogy, curriculum design, and education policy in diverse and global contexts.

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Citations
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Documents
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