Peju Alfred was awarded her MA in German studies from the University of Arizona in 2020. Her Master’s thesis work, titled The Potential of Literary Text in raising Intercultural Consciousness, examines how literature, digital social media and classroom dialogue can be used to create a space for intercultural reflection in the beginning level language course.
An applied linguist, Peju’s research projects have had the trajectory of exploring intercultural- and symbolic competences and reflections through texts (specifically literature and film). She places high value on how students’ voices and dialogue in the classroom can be used to explore issues of representation, identity, and mainstream narrative discourse on socio-cultural plains. Her research area is grounded in her interest in marginalized voices and decolonizing methodologies in German Studies. As a Nigerian, Peju is known to work academically and pedagogically with texts from Africa, the U.S and Germany, a practice which was and continues to be encouraged by the strong support and engagement she receives from her Doctor Mutter Dr. Warner.
Currently in the Dual PhD/Dr. phil Transcultural German Studies Program (University of Arizona/Universität zu Köln), Peju has taught German language and culture courses (online and in-person) and has also taught a yearlong General Education (GenEd) course on Traditions and Societies of the World – The Africana Experience in the department of Africana Studies. She designs and develops pedagogical methods which explore symbolic facets of language communication and learning, and she continues to specialize in the use of film and underrepresented texts as pedagogical teaching and learning tools in the classroom.
Peju is a Max Kade Fellow (2018). She currently serves on the College of Humanities Diversity Committee (2022-2023) and along with Chantelle Warner, is the author of a book chapter: Alfred, O. & Warner C. (2021). Literary pragmatics, positioning, and intercultural mediation in the beginning language class: A study in social reading. In T. McConachy & A. Liddicoat, Teaching and Learning L2 Pragmatics for Intercultural Understanding (pp. 83-104). Routledge.