Melissa Hauber-Özer

Melissa Hauber-Özer (Ph.D. in International Education, George Mason University) is an Assistant Professor of Qualitative Inquiry in the University of Missouri’s College of Education and Human Development. Melissa previously taught adult literacy and English as a second language in the United States for over 15 years in both non-formal and university settings. Her research focuses on language and literacy education in migration contexts and employs critical participatory methodology to examine issues of equity and access for linguistically and culturally diverse learners. She teaches qualitative research methods courses for master’s and doctoral students and language teacher education courses.

Publications

Barriers to Higher Education in Displacement: Experiences of Syrian Refugee Students in Turkish Universities
Barriers to Higher Education in Displacement: Experiences of Syrian Refugee Students in Turkish Universities
Melissa Hauber-Özer. © 2023. 24 pages.
Many refugee youth aspire to complete higher education in order to pursue personal development, obtain secure employment, facilitate socio-economic integration, and build more...
Participatory Action Research in Adult Education: Methods in Vivencia, Praxis, and Conscientization
Participatory Action Research in Adult Education: Methods in Vivencia, Praxis, and Conscientization
Meagan Call-Cummings, Melissa Hauber-Özer. © 2021. 20 pages.
Participatory action research (PAR) is an embodied form of inquiry that engages those most affected by an issue or problem in creating knowledge and developing solutions. PAR...
Preparing Critical Educators and Community-Engaged Scholars Through Participatory Action Research
Preparing Critical Educators and Community-Engaged Scholars Through Participatory Action Research
Meagan Call-Cummings, Melissa Hauber-Özer, Jennifer Rainey. © 2020. 20 pages.
Participatory action research (PAR) is a community-based form of inquiry conducted with individuals affected by an issue or problem being studied rather than about them. Rather...