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Faculty Research

  • Levinson, Natasha. (2023) “Releasing Natality and Yielding to a Philosophy of Weak Education” Philosophy of Education Journal Volume 79, Issue 3, 69-73
  • Levinson, Natasha (2019) “Educational “Asks” and Institutional “Tells”: trigger warnings, institutional responsiveness and educational responsibility” in Kurt Stemhagen, ed., Philosophy of Education Journal, Volume 75, 130-134
  • Levinson, Natasha (2018) “Arendtian Inquiry, Philosophical Method and Parental Responsibility” Featured Essay, Philosophy of Education 2017, Ann Chinnery (Urbana, IL: Philosophy of Education Society) 78-81
  • Levinson, Natasha (2018) “Philosophy of Education and Philosophizing about Education in the ‘Gap Between Past and Future’” Philosophy of Education 2016, ed. Natasha Levinson (Urbana-Champaign: Philosophy of Education Society), xi-xxi
  • 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.
  • SambolĂ­n 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
  • SambolĂ­n Morales, A. (2022). Motherwork Post-Displacement: Love, Trust, and Kinship Through Freirean Culture Circles. The Educational Forum, 86(4), 368-381
  • SambolĂ­n Morales, A. (2022). Por los mĂ­os: Mothers Pursuing Educational Justice for their Children Pre and During COVID. Perspectives on Urban Education, 19(2), 1-34.
  • Hamm-RodrĂ­guez, M. & SambolĂ­n 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.
  • RodrĂ­guez, N., Enriquez, G., SambolĂ­n 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.
  • SambolĂ­n Morales, A.N., Hamm-RodrĂ­guez, M., Morales, B., Nunez, J., HernĂĄndez, M. & Graw-GonzĂĄlez, 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). . 
  • Flores, B., Freeman, Q., GarzĂłn, D., Gumina, D., SambolĂ­n 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
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