Recent Publications

Faculty Research

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.

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.

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

Damrow, A. (2017). “Maybe you have to be friends to be Nakama”: School friends and cultural logics in the United States and Japan. Journal of Family Diversity in Education, 2(4), 42-62.

Yu, X., Seeberg, V., & Malone, L. (2017). Moving on Up: Urban to Suburban Translocation Experiences of High-Achieving Black American Students. Education and Urban Society, 49(9), 832-849. doi:10.1177/0013124516675925

Seeberg, V., Luo, S., Na Y. (2017, December). The role of the church and religious learning of young women migrant workers in western China, in M. Sivasubramaniam & R. Hayhoe (Eds.), Religion and Education: Comparative and International Perspectives. Oxford, GB: Oxford University Press.

Seeberg, V., with Luo, SJ. (2017, October). Young Women Rural Migrant Workers in China’s West: Benefits of Schooling? Frontiers of Education in China, 12(3).

Seeberg, V., Baily, S., Khan, A., Ross, H., Wang, YM, Shah, P., Wang, L. (2017, April). Frictions that Activate Change: A Study of Non-Governmental Organizations, Gender and Education in China, India and Pakistan. Asia Pacific Journal of Education, 37(2):  232-247.

Student Research 

Schmidt, S. (2022). A conceptual framework for critical peace pedagogy. The Peace Chronicle.

            Brindley, M. A. (2021). The publicly private: Schools as sites of confronting the clash
            between public and private. Philosophical Studies in Education52, 50-60.

            Geis, P. (2021). (Re)turning to Study Abroad: Reimagining Global Education in the
            Aftermath of Pandemic. Philosophical Studies in Education52, 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:  

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:

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. 

Satlykgylyjova, M. (2017, March). Elusive identity: Hybridization of Central Asian women as a result of education abroad and crossing cultural borders.   Paper presented at the Comparative International Education Society, Atlanta, GA.

Venable, C. J. (2018). Philosopher-kings and academic advisers: Learning from The Republic. The Mentor: Innovative Scholarship on Academic Advising, 20, 3-11.


Thomas Welsh (PhD, 2009)
Welsh, T., Foster, J., and Morgan, G.F.. (2017).  A history of Jewish Youngstown and the Steel Valley.  Charleston, SC: The History Press.