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Mariah Fairley

  • Position: Senior Instructor II
  • Department: Department of English Language Instruction
  • Email: mariah@aucegypt.edu
Brief Biography

Mariah J. Fairley has been working in the field of English language teaching for over 20 years, as an educator, teacher educator and administrator. Born in the US, raised mainly in Tanzania, and with over two decades in Egypt, Fairley's transnational experience has highlighted for her the need to promote social justice and asset-based approaches in education. Her teaching interests include bridging gaps between the personal and the academic, exploring alternative pedagogies such as indigenous ways of knowing, and creating humanizing spaces for students to achieve more agency over their learning and growth. She particularly enjoys teaching courses in academic writing, identity exploration, and TESOL.

Research Interest

Fairley's research interests revolve mainly around language teacher education, particularly language teacher identity exploration as pedagogy, and transnationality as a resource for promoting educational justice. Through her work, she also aims to promote alternative methods of inquiry and research conducted in Global South contexts.



 

Education
  • BA in Hispanic Studies, 1999, Lewis and Clark College

  • MA in TEFL, 2010, The American University in Cairo

  • PhD in Composition and Applied Linguistics, 2022, Indiana University of Pennsylvania

Bhuiyan, N., Fairley, M., Ward, A. (under review). Exploring identity constructions of transnational language teachers in the MENA: A trioethnography. The Qualitative Review.

Fairley, M.J. (2024). Exploring transnationality as a resource for promoting social justice in language teacher identity construction: Insights from an inquiry group. Teaching and Teacher Education, 137. 

Fairley, M. J. (2023). Theorizing transnational language teacher (educator) identities: An autoethnographic study of a border dweller. L2 Journal: An electronic refereed journal for foreign and second language educators, 15(1).

Fairley, M. J. (2020). Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies‐Based Approach and Practical Applications. TESOL Quarterly, 54(4), 1037-1064.

Fairley, M. (2011). Gendered participation: Addressing inequity in the Middle Eastern language classroom, AUC TESOL Journal, 1, 13-39.

Fairley, M., Fathelbab, H., Rizzo, S. (2016). Developing reading strategies through collaborative online annotation. TESOL Arabia 2015 Conference Proceedings.

Fairley, M. (2015). Increasing student engagement through journaling. NileTESOL Newsletter.

Fairley, M., Nostas, A., Rizzo, S. (2014). Making writing coherent through information structure. TESOL Arabia 2013 Conference Proceedings.

Fairley, M., Nostas, A., Rizzo, S. (2013). Adapting vocabulary teaching and learning to the 21st century. Nile TESOL Special Edition Journal.

Fairley, M. (2011). Gendered participation: Addressing inequity in the Middle Eastern language classroom, AUC TESOL Journal, 1, 13-39.

Fairley, M. (2009). De-silencing female voices: The use of controversial debate topics in the EFL classroom. In P. Wachob (Ed.) Power in the EFL classroom: Critical pedagogy in the Middle East, p. 55-73. Newcastle upon Tyne: Cambridge Scholars.