- Trent, A., & Cho, J. (2014). Interpretation Strategies for Qualitative Research. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research (pp. 639-657). New York: The Oxford University Press.
- Cho, J., & Trent, A. (2014). Evaluating qualitative research. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research (pp. 677-696). New York: The Oxford University Press.
- Chang, A. (2014). Pedagogical Riesgos (Risks): Carving a Mestiza Consciousness Space for a Chicana Feminist Educator and an Undocumented Chicana Student. In. S. Wong’s DREAM Act Activists and Teacher Allies: Are you Listening? [accepted, pending publisher’s revisions].
- Chang, A. (2014). The Hidden Curriculum of Canícula: Portraits of Critical Educational Lessons in Becoming a Mujer. In G. Gutîerrez y Muhs’ Word Images: A Norma Elia Cantú Critical Reader. (pp. tbd). [accepted, pending publisher’s revisions].
- Chang, A. (2014). Capitalizing on Common Core Standards through Pedagogical Intervention: A Case Study of Flatlands Charter School. In K. Sturges’ Reforming Schools in the Age of Neoliberalism (pp. tbd). Boston, MA: Sense Publishers. [accepted, pending revisions].
- Janak, E. (2014). “Adventitiously Blind, Advantageously Political: John Eldred Swearingen and Social Definitions of Disability in Progressive-Era South Carolina.” In Morice, L.C. and Puchner, L. (editors). Life Stories: Exploring Issues in Educational History Through Biography. New York: Information Age Publishing. [Reprint: Chapter previously published in Vitae Scholasticae, 27 (1), 5-25.]
- Shim, J. M. (In Press). Teachers' viewpoints about Other's actions: Implications for multicultural education. Transnational Curriculum Inquiry.
- Shim, J. M. (In Press). The story of anti-racist project as difficult knowledge: Misalignment between conscious intent and unconscious desire. Journal of American Association for the Advancement of Curriculum Studies.
- Janak, E. (October 2013). “Viewing Democracy in 3-D: Using the Past to Examine Schooling for Democracy.” Education in Democracy: A Journal of the NNER, 5, 5-19.
- Janak, E. (2013). “ ‘Your Dreams Were Your Ticket Out’: How Mass Media’s Teachers Constructed One Educator’s Identity.” In Ryan, K. M., Macey, D., and Springer, N.J. (editors). The More You Know: Law and Order, Inconvenient Truths and How Television Shapes Our Worldview. Lanham, MD: Lexington Press.
- Chang, A. (2013). (in press). Multiracial Matters – disrupting and reinforcing the racial rubric in educational discourses. Race Ethnicity in Education.
- Chang, A., Welton, A., Martinez, M., & Cortez, L. (2013). Becoming Academicians: A Critical Ethnographic Analysis of the Figured Worlds of Racially Underrepresented Female Faculty. Negro Educational Review, 64(1-4), pp. 97-117.
- Chang, A. (2013). Identity Production in Figured Worlds: How Some Multiracial Students Become Racial Atravesados. The Urban Review. DOI 10.1007/s11256-013-0247-4.
- Chang, A. (2013). In J. Ainsworth’s Sociology of Education – An A-Z Guide. Encyclopedia Entries: Liberal Education, Critical Race Theory in Education, Migrant Students.
- Nganga, L., Kambutu, J. & Russell III, W. B. (2013). Exploring globalization opportunities and challenges in Social Studies. Effective instructional strategies. New York: Peter Lang.
- Kambutu, J. (2013). Globalization: History, consequences and what to do with it. In L. Nganga, J. Kambutu, & W. Russell III, B. (Eds.) Exploring globalization opportunities and challenges in Social Studies. Effective instructional strategies (pp.1-10). New York: Peter Lang.
- Kambutu J., & Nganga, L. (2013). Social Studies Education in a Globalized Era: After-word. In L. Nganga, J. Kambutu, & W. Russell III, B. (Eds.) Exploring globalization opportunities and challenges in Social Studies. Effective instructional strategies (pp.249-252). New York: Peter Lang.
- Nganga, L. & Kambutu, J. (2013). Michael Apple: A modern day critical. In J. Kirylo (Ed.) Critical Pedagogues We Need to Know - ACEI.
- Kambutu, J. & Nganga L. (2013, Fall). Africa Is a Continent. International Association of African Educators Magazine. Fall 2013. http://iaaeorg.org/uploads/3/2/4/7/3247767/iaae_newsletter_august__2013.pdf
- Shim, J. M. (2013). Multicultural education as emotional situation: Practicing encountering the unexpected in teacher education. Journal of Curriculum Studies.
- Shim, J. M. (2013). Clashes within one teacher's racial logic: Space of possibles? Teaching Education, 24(3), 239-264.
- Shim, J. M. (2013). Involving parents of English language learners in a rural area: Focus on the dynamics of teachers-parents interactions. Rural Educator, 34(3), 18-26.
- Shim, J. M. (2103). Problematizing the role of phonemic awareness in early literacy development of English language learners. Education in a Democracy: A Journal of the NNER, 5, 85-103.
- Shim, J. M., Gibbs, C., Morgan, R., & A. Schaefer. (2013). Moving beyond knowledge and awareness in diversity education: Back and forth process. Education in a Democracy: A Journal of the NNER, 5, 20-35.
- Cho, J., & Eberhard, B. (2013). When Pandora’s Box is opened: Perceived problems and hopes for Standardized testing in Wyoming. The Qualitative Report, 18 (Art. 20), 1-22. Retrieved from http://www.nova.edu/ssss/QR/QR18/cho20.pdf
- Janak, E. (2012). “Revelle”-ing in History: Lessons Learned from a Family of Teachers.” Vitae Scholasticae 29 (1), 23-37.
- Janak, E. & Blum, D. eds. (2012). The Pop of Pedagogy: Using Pop Culture to Improve Instruction. Lanham, MD: Lexington Press.
- Jensen, A., Janak, E. & Slater, T. (2012). “Changing Course: The Impacts of 'Waiting for Superman' on Future Teachers’ Perspectives on the State of Education.” Contemporary Issues in Education Research, 5 (1), 23-32. Available online: http://journals.cluteonline.com/index.php/CIER/article/view/6783
- Edelman, J. & Janak, E. (2012). “Can We Win the Future By Living In The Past? A Preliminary Exploration of Nostalgia in Education.” In Janak, E. and Blum, D. eds. The Pop of Pedagogy: Using Pop Culture to Improve Instruction (3-12). Lanham, MD: Lexington Press.
- Janak, E. (2012). “Remembering The Present is the Past Writ Large: An Examination of the Politics of the Dominant Texts in the United States, 1700’s – 1900’s”. In Hickman, H. and Porfilio, B., eds. The New Politics of the Textbook: Critical Analysis in the Core Content Areas (231-255). Boston: Sense Publishers.
- Trent, A. (2012). Action research on action research: A facilitator’s account. Action Learning and Action Research Journal, 18(1), 35-67.
- Cho, J., Rios, F., Trent, A., & Mayfield, K. (2012). Integrating language diversity into teacher education curricula in a rural context: Candidates' developmental perspectives and understandings. Teacher Education Quarterly, 39(2), 63-85.
- Kambutu J., & Nganga, L. (2012). Preparing Teachers for Multicultural Education in a "Lily" White Community. In Omiunota N. Ukpokodu (Ed.),“Voices From the Margin: Perspectives of African-Born Teacher Educators on African and American Education”, Information Age Publishing.
- Nganga, L. & Kambutu, J. (2012). Perspectives on K-12 Teaching and Teacher Preparation in Kenya: The Case of Kenyanization. In Omiunota N. Ukpokodu (Ed.), “Voices From the Margin: Perspectives of African-Born Teacher Educators on African and American Education”, Information Age Publishing.
- Nganga, L. & Kambutu, J. (2011-12). Broadening Social Studies curricula: Integrating global education in a teacher education program. In William B. Russell III , Contemporary Social Studies, Series: Teaching and Learning Social, University of Central Florida College of Education.
- Kambutu, J. & Veronica, L. & (2012). Globalization and internalization efforts in the context of Multicultural education. Multicultural Perspective, 14, (3), 125-126.
- Shim, J. M. (2012). Pierre Bourdieu and intercultural education: It is not just about lack of knowledge about Others. Intercultural Education, 23(3), 209-220.
- Shim, J. M. (2012). How teachers' emotions interact with intercultural texts: A psychoanalytic perspective. Curriculum Inquiry, 42(4), 472-496.
- Cho, J. (2012). On critical performance race theory: Principles, pedagogy, and loving community.Multicultural Education Review, 4(2), 1-37.
- Janak, E. (October 2011). “Guest Editorial: The Things That Bind Us: Using Pop Culture as an Entrée to U.S. History…In China.” The Journal of Popular Culture, 44 (5), 911-914. Available online: http://onlinelibrary.wiley.com/doi/10.1111/j.1540-5931.2011.00879.x/abstract
- Chang, A. (2011) Undocumented to Hyperdocumented: A Jornada of Protection, Papers and PhD Status. Harvard Educational Review. 81(3), pp. 508-520.
- Veronica, L. & Kambutu, J. (2011). Multicultural Education within the era of internalization and globalization. Multicultural Perspective, 13, (1), 3-4.
- Shim, J. M. (2011). Structuralism's revelance in a Post-structural era: Re-visiting research on multicultural curricular studies. Journal of Curriculum Studies, 43(6), 739-758.
- Trent, A., Cho, J., Rios, F., Mayfield, K. (2010). Democracy in teacher education: Learning from preservice teachers’ understandings and perspectives. Education in a Democracy: The Journal of the NNER, 2, 183-210. Available at: http://www.units.muohio.edu/nnerjournal/currentissue.html
- Burant, T., & Rios, F. (2010). Seeing you, seeing me: Social perspective-taking as learning. Teacher Education Quarterly, Special Online Edition. Retrieved from http://teqjournal.org/rios.html
- Cho, J. Walker, J., Cardona, V., & Wasilik, O. (2010a). Ethics and politics of critical cultural studies in international contexts: Autoethnographic tales of growing qualitative researchers toward co-constructive social justices. Asian Journal of Educational Research and Synergy, 2(1), 1-22.
- Rogers, C., & Jaime, A. M. (May 2010). Listening to the community: Guidance from Native community members for emerging culturally responsive educators. Equity and Excellence in Education.
- Janak, E. (2010) “Adventitiously blind, advantageously political: John Eldred Swearingen and social definitions of disability in Progressive-era South Carolina.” Vitae Scholasticae 27 (1), 5-25.
- Janak, E. & Moran, P. (October 2010). “Unlikely Crusader: John Eldred Swearingen and African-American Education in South Carolina.” Educational Studies 46 (2). 224-249.
- Roxas, K. (2010). Who really wants “the poor, the tired, and the huddled masses” anyway?: Teachers’ use of cultural scripts with refugee students in public school classrooms. Multicultural Perspective, 12(2), 1-9.
- Chang-Ross, A. (2010). Reflections of a Racial Queer. Journal of Multicultural Perspectives. 12(2), pp.1-6.
- Nganga, L. & Kambutu, J. (2010). Education in Kenya: Primary and secondary school curriculum development since independence . In J. Kirylo & A. Nauman (Eds.) Curriculum Development: Perspectives from Around the World, Association for Childhood Education International- ACEI.
- Cho, J. Walker, J., Cardona, V., & Wasilik, O. (2010). Ethics and politics of critical cultural studies in international contexts: Autoethnographic tales of growing qualitative researchers toward co-constructive social justices. Asian Journal of Educational Research and Synergy, 2(1), 1-22.
- Shim, J. (2009). Violent turbulence in curriculum theory. Journal of Curriculum Theorizing, 25(1), 110-125.
- Trent, A. & Riley, J. (2009). Re-placing the arts in elementary school curricula: An interdisciplinary, collaborative action research project. Perspectives on Urban Education, 6(2), www.urbanedjournal.org
- Trent, A. (2009). The Battle at the ampersand: Instructional autonomy and the teaching profession. Democracy & Education, 18(2), 26-32.
- Cho, J. & Trent, A. (2009). Validity criteria for performance related qualitative work: Toward a reflexive, evaluative, and co-constructive framework for performance in/as qualitative inquiry. Qualitative Inquiry, 15,(8), 1013-1041.
- Janak, Edward (2009) "Not Just a Teacher": Digitized Oral History Collection (online)
- Janak, Edward (2009) 'And ain't that a man!' Notions of Disability and Masculinity in the Life of John Eldred Swearingen, State Superintendent of Education. (pdf)
Kambutu, J., Rios, F., & Castaneda, C. (2009). Stories deep within: The narratives of teachers of color in diasporic settings. Diaspora, Immigrant and Minority Education, 3(2), 96-109. (pdf)
- Kambutu, J. (2009). People of Color, Educational Achievement and Career Opportunities: A Paradox with Implications for Social Change. In Brooke H. Stroud and Scott E. Corbin, Handbook on social change. Nova Science Publishers.
- Nganga, L. & Kambutu, J. (2009). Teaching for democracy and social justice in isolated rural settings: Challenges and pedagogical opportunities.” In Susan Greonke & Amos Hatch (Eds), Critical pedagogy and teacher education in the neoliberal era: Small openings K-12 pre-service teacher education. Springer’s Transgressive Education series.
- Kambutu, J. & Nganga, L. (2009). Social Change and Public Education in the U.S. In Brooke H. Stroud and Scott E. Corbin (Eds.), Handbook on Social Change, Nova Science Publishers.
- Kambutu, J. & Nganga, L. (2009). Moving from A Standalone/Teach-Alone Model to Integrated Pedagogical Practices in A Teacher Education Program. In Anthony Selkirk and Maria Tichenor (Eds.) Teacher Education: Policy, Practice and Research, NOVA publishers.
- Kambutu, J., Rios, F., & Castaneda, R. C. (2009). Stories deep within: Narratives of U.S. teachers of color from Diasporic settings. Diaspora, Indigenous, and Minority Education, 3 (2), 96-109.
- Zamudio Margaret, Rios Francisco, and Jaime, Angela M. (2008) "Thinking Critically about Difference": Analytical Tools for the 21st Century 41(2), 215229 (pdf)
- Rios, Francisco (2008) "From Chicano-a to Xicana" (pdf)
- Jaime, A. M. (2008, December). Native women: Decolonization and the transcendence of identity. International Journal of Multicultural Education, 10(2).
- Rios, Francisco (2008), Summer "From Chicano-a to Xicana": Multicural Education, 2-9 (pdf)
- Zamudio Margaret, Rios Francisco, and Jaime, Angela M. (2008) "Thinking Critically about Difference": Analytical Tools for the 21st Century, Quartley of Excellence in Education, 41(2), 215229 (pdf)
- Kambutu, J. & Nganga, L. (2008). In these uncertain times: Educators build cultural awareness through planned international experiences. Teaching and Teacher Education, 24 (4) 939-951.
- Nganga, L. & Kambutu, J. (2008). Broadening the borders of Current Social Studies Curricula through service Learning: A perspective from Pre-service Teacher. The National Social Science Journal, 31 (1), 106-112.
- Bell, C., Horn, B., & Roxas, K. (2007). "We know it's service, but what are they learning?": Pre-service teachers' understandings of diversity. Equity and Excellence in Education, 40(2),123-133
- Prado-Olmos, P., Rios, F., & Castaeda, L. (2007). "We are multiculturalism": A self study of faculty of colour with preservice teachers of colour. Studying Teacher Education, 3(1), 85-102 (pdf)
- Rios, Francisco (2007) "La Casa de Esperanza": The House that Multicultural Education Built, Multicultural Education Issue 9(1), 1-15 (pdf)
- Rios, Francisco (2007) "Lessons Learned from a Collaborative Self-Study" : Teacher Ed Quartley, 74-87 (pdf)
Jaime, A., & Rios, F. (2007, December). Negotiation and resistance amidst the overwhelming presence of Whiteness: A Native American faculty and student perspective. Taboo: Journal of Culture and Negotiation, Winter/Fall, 37-54.