COE: Nermin Vehabovic
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Department of Educator Preparation and Leadership

Nermin is a Postdoctoral Fellow of Literacy Education as part of the Comprehensive Literacy State Development (CLSD) project at the University of Missouri-St. Louis College of Education. He holds a Ph.D. in Teacher Education and Learning Sciences with a focus in Literacy and English Language Arts Education from North Carolina State University and a M.A. in International Education from the University of North Carolina at Chapel Hill. In 2017, he spent three months as a Research Fellow at the International Youth Library in Munich, Germany, conducting research, delivering lectures, and contributing to the library's work in children's literature.

Nermin’s current teaching and research lie at the nexus of Literacy and Teacher Education and center around commitments to preparing educators of culturally and linguistically diverse learners, especially children and youth from immigrant and refugee backgrounds. Previously, he worked with students in grades 2 to 8 in educational contexts in the United States and South Korea. Nermin’s understandings pertaining to the education of diverse learners in schools and community settings are also grounded in his own multicultural and multilingual background, which involve refugee resettlement from Bosnia and Herzegovina to the United States. His research centers around the language and literacy practices that take place in K-12 classrooms and community contexts among educators and students; their lived experiences and ways of knowing and being; and, the ways in which they interact with and respond to literature.

Using qualitative inquiry, Nermin’s dissertation research project is characterized as humanizing research in an afterschool program. He considered the ways in which multicultural and multilingual children and youth from refugee backgrounds and their tutors navigated literacy practices. The results of this project appear in the Journal of Literacy Research and Multicultural Perspectives. Additional scholarship in which he has engaged appears in The Reading Teacher, Early Childhood Education Journal, TESOL Journal, and Improving Schools. 

Selected Scholarly Publications

Vehabovic, N. (2021). Picturebooks as critical literacy: Experiences and perspectives of translingual children from refugee backgrounds. Journal of Literacy Research, 53(3), 382-405.

Vehabovic, N. (2020). Stories as life performances: Humanizing research as honoring, respecting, listening to and learning with children, youth, and families from refugee backgrounds. Multicultural Perspectives, 22(4), 210-219.

Davis, D. S., Jones, J. S., Vehabovic, N., & DeIaco, R. (2020, early view). Reading and inquiring in an afterschool tutoring program: Working to re-imagine the reading intervention paradigm. Improving Schools.

Wiseman, A. M., Vehabovic, N., & Jones, J. S. (2019). Intersections of race and bullying in children’s literature: Transitions, racism, and counternarratives. Early Childhood Education Journal47(4), 465-474.