Recent Publications

Faculty Research
  • Niesz, T. (2022). Education as social movement tactic, target, context, and outcome. In R. Desjardins & S. Wiksten (Eds.), Handbook of civic engagement and education (pp. 68-82). Edward Elgar.
  • Sambolín Morales, A. (2022). “There’s always racism”: Puerto Rican mothers naming linguistic inequities and sharing community cultural wealth post-displacement. Canadian Modern Language Review, 78(4), 309-325
  • Sambolín Morales, A. (2022). Motherwork Post-Displacement: Love, Trust, and Kinship Through Freirean Culture Circles. The Educational Forum, 86(4), 368-381
  • Sambolín Morales, A. (2022). Por los míos: Mothers Pursuing Educational Justice for their Children Pre and During COVID. Perspectives on Urban Education, 19(2), 1-34.
  • Hamm-Rodríguez, M. & Sambolín Morales, A.N. (2021). A Perfect Storm: Navigating Florida’s English-Only Stance and the Production of Insecurity for Puerto Rican Students. CENTRO Journal, 33(1), n.p.
  • Niesz, T. & D’Amato, R. (2021). Social media connections between educators and advocacy communities: The Twitter activity of teacher activist groups. In M. Griffin & C. Zinskie (Eds.), Social media: Influences on education (pp. 299–336). Information Age Publishing.
  • Niesz, T. (2021). Activist educators and the production, circulation and impact of social movement knowledge. Critical Education, 12(7), 5-22.
  • Rodríguez, N., Enriquez, G., Sambolín Morales, A.N. & Torres, A. (2021). Literacy and Imperialism: The Filipnx and Puerto Rican experience. Research in the Teaching of English, 56(2), 223-230.
  • Sambolín Morales, A.N., Hamm-Rodríguez, M., Morales, B., Nunez, J., Hernández, M. & Graw-González, M. (2021). Humanizing research with secondary Latinx teachers from Florida through transformative praxis and decolonial inquiry. The Assembly, 3, 52-70.
  • Seeberg, V. (2021). Family engagement in Black students’ academic success: Achievement and resistance in an American suburban school. Routledge.
  • Seeberg, V. (2020). Human Development and Capability Approach: A contribution to the study of comparative and international education. In A. W. Wiseman (Ed.), Annual Review of Comparative and International Education 2019 (International Perspectives on Education and Society, Vol. 39) (pp. 89-110). Emerald Publishing Limited. https://doi.org/10.1108/S1479-367920200000039012
  • Flores, B., Freeman, Q., Garzón, D., Gumina, D., Sambolín Morales, A.N., Silva, E. & Stamatis, K. (2019). Collaborating toward humanizing pedagogies: Culture circles in teacher educator preparation. The New Educator, 16(1), 86-100.
  • Seeberg, V., Na, Y.., Li., Y. & Clark, D., (2019). Rural girls’ educational empowerment in urbanizing China: Comparing Han majority and Mongolian minority girls. In K. Zaleski, A. Enrile, E. L. Weis & X.Y.Wang (Eds.),Women’s Journey to Empowerment in the 21st Century: A Transnational Feminist Analysis of Women’s Lives in Modern Times (p. 42-64). Oxford, GB: Oxford U. Press.
  • Damrow, A. L., & Sweeney, J. S. (2019). Beyond the bubble: Preparing preservice teachers through dialogue across distance and difference. Teaching and Teacher Education, 80, 255-265.
  • Niesz, T. (2019). Social movement knowledge and anthropology of education. Anthropology & Education Quarterly, 50(2), 223-234.
  • Niesz, T. (2019). Connect, cultivate, campaign: Toward a social movement approach to educational change. Education in a Democracy, 11, 54-71.
  • Niesz, T., & Ryan, K. (2018). Teacher ownership versus scaling up system-wide educational change: The case of Activity Based Learning in South India. Educational Research for Policy and Practice, 17(3), 209–222.
  • Niesz, T., Korora, A. M., Burke Walkuski, C., & Foot, R. E. (2018). Social movements and educational research: Toward a united field of scholarship. Teachers College Record, 120(3), 1–41.
  • Niesz, T. (2018). When teachers become activists. Phi Delta Kappan, 99(8), 25–29.
  • Vilma Seeberg & Shujuan Luo (2018) Migrating to the City in North West China: Young Rural Women’s Empowerment, Journal of Human Development and Capabilities, DOI: 10.1080/19452829.2018.1430752
Student Research
  • Schmidt, S. (2022). A conceptual framework for critical peace pedagogy. The Peace Chronicle. https://www.peacejusticestudies.org/chronicle/a-conceptual-framework-for-critical-peace-pedagogy/
  • Brindley, M. A. (2021). The publicly private: Schools as sites of confronting the clash between public and private. Philosophical Studies in Education, 52, 50-60.
  • Geis, P. (2021). (Re)turning to Study Abroad: Reimagining Global Education in the Aftermath of Pandemic. Philosophical Studies in Education, 52, 37-49.
  • Geis, P.J. (2021) Considering the necessary risks of education. Review of Biesta, Gert J.J. 2013. The beautiful risk of education. Global Studies Literature Review, 11, 32-33.
  • Venable, C. J. & Inselman, K. (2021). Advising trans students: Resisting tropes and supporting resilience. In C. M. McGill & J. E. Joslin (Eds.), Advising lesbian, gay, bisexual, transgender, and queer college students (pp. 215-228). Stylus.
  • Brindley, M. (2019). An educational question via rabbit hole: what is an educational question? Philosophical Studies in Education, 50, 82-93. Available online:http://ovpes.org/wp-content/uploads/2019/09/7-Brindley-Final-PSIE-2019.pdf 
  • Geis, P. J. (2019). Has student voice been eliminated? A consideration of student activism post-Parkland. Philosophical Studies in Education, 50, 82-93. Available online: http://ovpes.org/journal/psie-2019/
  • Geis, P. J. (2019, September). “The Safety of Students Is Our Top Priority”: Does the Securitization of Educational Spaces and Experiences Undermine Education? Paper presented at Emerging Researchers’ Conference—European Conference on Educational Research, Hamburg, Germany.
  • Venable, C. J. (2018). Philosopher-kings and academic advisers: Learning from The Republic. The Mentor: Innovative Scholarship on Academic Advising, 20, 3-11.
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