Publications

Most recent featured publications

James Joseph “Jim” Scheurich. Ph.D.

A Critique of Hallinger's “Empirical Reflection”: How Systemic Racism and Systemic Sexism Can Structure Our Research “Choices?”

In this article, James Joseph “Jim” Scheurich. Ph.D., points out the specific choices Hallinger made in his "Critical Reflections" research.

View the article here

James Joseph Scheurich, "A Critique of Hallinger's “Empirical Reflection”: How Systemic Racism and Systemic Sexism Can Structure Our Research “Choices?”", Educational Administration Quarterly, © James Joseph “Jim” Scheurich. Ph.D. 2023. Quarterly. https://doi.org/10.1177/0013161X231201393

Publication archives

Dr. Kazembe Profile Photo

“The Voodoo of Hell’s Half-Acre”: The Travelin’ Genius of Richard Wright from Natchez to Chicago – A Blues Poetry Opera

IU School of Education at IUPUI faculty, Lasana Kazembe, author of the live, multimedia theatrical presentation that honors the life, art, and creative legacy of novelist and poet Richard Wright, "The Voodoo" made its national premiere Fall 2021 on public television markets.

 

Listen to Dr. Kazembe's interview

Learn more about the Blues Poetry Opera

Thu Suong Nguyễn - Faculty

Spatial production and hybrid placemaking in marginalized communities: An academic love letter to our sons

Nguyễn T.S.T., Maxcy B.D. (2020) Spatial Production and Hybrid Placemaking in Marginalized Communities: An Academic Love Letter to Our Sons. In: Papa R. (eds) Handbook on Promoting Social Justice in Education. Springer, Cham. https://link.springer.com/referenceworkentry/10.1007/978-3-319-74078-2_107-1


Annela Teemant - Faculty

Theorizing equitable approaches to family-school collaboration

Teemant, A., Borgioli, G., Sherman, B. J.,  & Santamaría Graff, C. (2020, Online September 24, 2020 ) Theorizing equitable approaches to family-school collaboration. Theory into Practice.

Teresa Sosa- Faculty

Disrupting rules of emotion in an urban english classroom

Sosa, T., Hall, A., Collins, B.T., (2020). Disrupting Rules of Emotion in an Urban English Classroom English Teaching: Practice and Critique. https://www.emerald.com/insight/content/doi/10.1108/ETPC-12-2019-0174/full/html

Brandon Sherman - Faculty

Coaching and teacher growth-as-becoming: A rhizomatic inquiry into effectiveness in professional learning

Sherman, B., & Teemant, A. (2020). Unravelling effective professional development: A rhizomatic inquiry into coaching and the active ingredients of teacher learning. Professional Development in Education, 1–14. https://www.tandfonline.com/doi/abs/10.1080/19415257.2020.1825511?journalCode=rjie20

A rhizomatic case analysis of instructional coaching as becoming

Sherman, B., Haneda, M., & Teemant, A. (2020). A rhizomatic case analysis of instructional coaching as becoming. In K. Toohey, S. Smythe, D. Dagenais, & M. Forte (Eds.), Transforming language and literacy education: New materialism, posthumanism, and ontoethnics (pp. 104-119). Routledge.

Cristina Santamaria Graff- Faculty

Models of school-family relations

Santamaría Graff, C., & Sherman, B. (2020). Models of school-family relations. In Oxford Research Encyclopedia of Education. Oxford University Press. doi: https://oxfordre.com/education/display/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1247;jsessionid=A8688C2E0C6D24F5D50E6770917F1119

Examining pre-service special education teachers’ biases and evolving understandings about families through a family as faculty approach

Santamaría Graff, C., Manlove, J., Stuckey, S., & Foley, M. (2020): Examining pre-service special education teachers’ biases and evolving understandings about families through a family as faculty approach. Preventing School Failure: Alternative Education for Children and Youth.

How do we arm ourselves with Love? Examining "Armed love" through educators' critical conversations in an online platform

Santamaria Graff, C. (in press, December 2020). How do we arm ourselves with love? Examining "armed love" through educators' critical conversations in an online platform. In D. J. David (Ed.), United we stand: The role of spirituality in engaging and healing communities. (1st ed, chapter 15). Contemporary Perspectives on Spirituality in Education Series. Charlotte, NC: Information Age Publishing https://www.infoagepub.com/products/United-We-Stand

Co-Investigation and Co-Education in ‘Family as Faculty’ Approaches: A Repositioning of Power

Santamaría Graff, C. (2020): Co-Investigation and Co-Education in ‘Family as Faculty’ Approaches: A Repositioning of Power, Theory Into Practice, DOI:10.1080/00405841.2020.1829380Santamaría Graff, C. (2020): Co-Investigation and Co-Education in ‘Family as Faculty’ Approaches: A Repositioning of Power, Theory Into Practice, DOI:10.1080/00405841.2020.1829380 https://www.infoagepub.com/products/United-We-Stand

Latosha Rowley - Student
Susan Kigamwa - Student

Speak up, speak out: Urban doctoral student voices

Rowley, L., & Kigamwa, S. (2020). Speak up, speak out: Urban doctoral student voices. Engage Vol 1: No.2, 77-80. doi: https://journals.indianapolis.iu.edu/index.php/ENGAGE/article/view/23864

Jomo Mutegi - Faculty

A critical examination of the influence of systemic racism in shaping the African STEM research workforce

Mutegi, J. W. (2020). A critical examination of the influence of systemic racism in shaping the African STEM research workforce. In E. O. McGee & W. H. Robinson (Eds.), Diversifying STEM: Multidisciplinary Perspectives on Race and Gender (pp. 107-121). New Brunswick, NJ: Rutgers University Press.

Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali
Mutegi, J. W. & Momanyi, L. O. (2020). Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali. Cultural Studies in Science Education. doi: https://link.springer.com/article/10.1007/s11422-019-09967-2

Monica Medina - Faculty

The power of community school councils in urban schools

Medina, M. A., Grim, J., Cosby, G., & Brodnax, R. (2020). The power of community school councils in urban schools. Peabody Journal of Education, 95(1), 73-89. https://www.tandfonline.com/doi/full/10.1080/0161956X.2019.1702425

Community schools as a vehicle for social justice and equity

Medina, M. A., Murtadha, K. H., & Grim, J. (2020). Community schools as a vehicle for social justice and equity. In R. F. Kronick (Ed.), Emerging perspectives on community schools and the engaged university (pp. 80-97). Hershey, PA: IGI Global.

Cleveland Hayes - Faculty

Interest Convergence

Collins II, B. T., & Hayes, C. (in press). Interest Convergence. In Z. A. Casey (Ed.) Encyclopedia of Critical Whiteness Studies in Education

The Art of Portraiture: An urban school art teacher use of art as creative resistance

Hayes, C. (2020). The Art of Portraiture: An urban school art teacher use of art as creative resistance. In R.Papa (Ed). Handbook of Promoting Social Justice in Education. Switzerland: Springer.

The salience of Black mentors on the teaching praxis of Latino male teachers

Hayes, C. (2020). The salience of Black mentors on the teaching praxis of Latino male teachers. Race Ethnicity and Education, 23(3), 414-431.

Hardy Murphy - Faculty

Poor, minority students at dilapidated schools face added risks amid talk of reopening classrooms

Murphy, H. (2020). Poor, minority students at dilapidated schools face added risks amid talk of reopening classrooms. Retrieved from https://theconversation.com/poor-minority-students-at-dilapidated-schools-face-added-risks-amid-talk-of-reopening-classrooms-142892

Chalmer Thompson (Faculty)

Thompson, C. E. (2019). A psychology of liberation and peace: For the greater good. London: Palgrave MacMillan.

Chalmer Thompson (Faculty)

Nicolas, G.. & Thompson, C. E. (2019). Racialized violence in the lives of Black people: Illustrations from Haiti (Ayiti) and the U.S. American Psychologist, 74(5), 587-595. http://dx.doi.org/10.1037/amp0000453

Jim Scheurich (Faculty)

Scheurich, J. (2019, October 17). Tests fail to provide accurate picture of academic progress. Indy Star. Retrieved from https://www.indystar.com/story/opinion/readers/2019/10/17/indystar-letters-to-the-editor/3974377002/

Shanna M. Stuckey (Staff)

Stuckey, S. M., Collins, B. T., Patrick, S., Grove, K. S., & Ward, E. (2019). Thriving vs surviving: Benefits of formal mentoring program on faculty well-being. International Journal of Mentoring and Coaching in Education, 8(4), 378-396.

Sha'Kema Blackmon (Faculty)

Blackmon, S. M., Neville, H. A., & Thomas, A. J. (2019). Ideology matters: College students’ emotional reactions to the killing of Trayvon Martin. The Counseling Psychologist, 47(6), 909–937. https://doi.org/10.1177/0011000019893089

Cleveland Hayes (Faculty)

Hayes, C. (2020). I feel no ways tired: The exhaustion from battling the pathology of Whiteness. In N. Hartlep & D. Ball (Eds). Racial Battle Fatigue in Faculty: Perspectives and Lessons from Higher Education, (pp. 43 – 54). New York, NY: Routledge.

Gina B.Yoder (Faculty)

Mohr, D., Roach, M. & Yoder, G. B. (2019). Number and operation. In D. Mohr, C. Walcott, & P. Kloosterman, (Eds.). Activities from NAEP mathematics. Reston, VA: National Council of Teachers of Mathematics.

Gina B.Yoder (Faculty)

Borgioli Yoder, G. (2019). Hello There! FlipGrids: An online introductory discussion group assignment with video. In Evidence-based Teaching Modules, a professional development series supporting the FACET project at Indiana University.

Gina B.Yoder (Faculty)

Borgioli Yoder, G. (2019). Using the Canvas Peer Review Tool to encourage students in the construction of knowledge through social interactions. In Evidence-based Teaching Modules, a professional development series supporting the FACET project at Indiana University.

Annela Teemant, Gina B.Yoder, Cristina Santamaria-Graff (Faculty)

Teemant, A., Borgioli Yoder, G., & Santamaria-Graff, C. (2019). Family, Community, and School Engagement Instructional Guide. Greenwood, Indiana: Teemant & Associates LLC. [Curriculum for parent, family & community workshop June 17-21, 2019]

Gina B.Yoder, Cristina Santamaria-Graff, Annela Teemant (Faculty)

Sherman, B. J., Borgioli, G., Santamaria Graff, Teemant, A., C. Loflin, J. H., & Adita, S. (2019). An equity framework for reciprocal family, community, & school partnerships. [Engaging in Equity Brief #1.] Greenwood, IN: Teemant & Associates LLC.

Annela Teemant, Gina B.Yoder, Cristina Santamaria-Graff (Faculty)

Teemant, A., Sherman, B.J., Borgioli, G., & Santamaría Graff, C. (2019, July 29). Avon Community School Corporation Technical Report: IUPUI Family, Community, & School Reciprocal Partnership Artifacts and Data Files. Avon, IN: Indiana University-Purdue University Indianapolis.

Annela Teemant, Gina B.Yoder, Cristina Santamaria-Graff (Faculty)

Teemant, A., Borgioli, G., Sherman, B. J., Santamaria Graff, C., Loflin, J. H., & Adita, S. (2019). Equity Framework for Reciprocal Family, Community, & School Partnerships [Poster]. Greenwood, IN: Teemant & Associates LLC.

Jomo Mutegi (Faculty)

Mutegi, J. W., Sorge, B. H., Fore, G. A.Ꞩ & Gibau, G. S. (2019). A tale of two camps: A mixed methods investigation into racially disparate outcomes in a nanotechnology research experience. Science Education, 103, 1456-1477. doi: https://doi.org/10.1002/sce.21548

Jomo Mutegi (Faculty)

Mutegi, J. W., Phelps-Moultrie, J. A., & Pitts Bannister, V. R. (2018). The snare of systemic racism and other challenges confronting hip-hop-based pedagogy. Teachers College Record, 120(11), 1-17.