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Recent Publications

Faculty Research
  • Levinson, Natasha. (2023) 鈥淩eleasing Natality and Yielding to a Philosophy of Weak Education鈥 Philosophy of Education Journal Volume 79, Issue 3, 69-73
  • Levinson, Natasha (2019) 鈥淓ducational 鈥淎sks鈥 and Institutional 鈥淭ells鈥: trigger warnings, institutional responsiveness and educational responsibility鈥 in Kurt Stemhagen, ed., Philosophy of Education Journal, Volume 75, 130-134
  • Levinson, Natasha (2018) 鈥淎rendtian Inquiry, Philosophical Method and Parental Responsibility鈥 Featured Essay, Philosophy of Education 2017, Ann Chinnery (Urbana, IL: Philosophy of Education Society) 78-81
  • Levinson, Natasha (2018) 鈥淧hilosophy of Education and Philosophizing about Education in the 鈥楪ap Between Past and Future鈥欌 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.
  • Sambol铆n Morales, A. (2022). 鈥淭here鈥檚 always racism鈥: Puerto Rican mothers naming linguistic inequities and sharing community cultural wealth post-displacement. Canadian Modern Language Review, 78(4), 309-325
  • Sambol铆n Morales, A. (2022). Motherwork Post-Displacement: Love, Trust, and Kinship Through Freirean Culture Circles. The Educational Forum, 86(4), 368-381
  • Sambol铆n Morales, A. (2022). Por los m铆os: Mothers Pursuing Educational Justice for their Children Pre and During COVID. Perspectives on Urban Education, 19(2), 1-34.
  • Hamm-Rodr铆guez, M. & Sambol铆n Morales, A.N. (2021). A Perfect Storm: Navigating Florida鈥檚 English-Only Stance and the Production of Insecurity for Puerto Rican Students. CENTRO Journal, 33(1), n.p.
  • Niesz, T. & D鈥橝mato, 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鈥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.
  • Rodr铆guez, N., Enriquez, G., Sambol铆n 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.
  • Sambol铆n Morales, A.N., Hamm-Rodr铆guez, M., Morales, B., Nunez, J., Hern谩ndez, M. & Graw-Gonz谩lez, 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鈥 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. 
  • Flores, B., Freeman, Q., Garz贸n, D., Gumina, D., Sambol铆n 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鈥 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鈥檚 Journey to Empowerment in the 21st Century: A Transnational Feminist Analysis of Women鈥檚 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鈥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鈥41.
  • Niesz, T. (2018). When teachers become activists. Phi Delta Kappan, 99(8), 25鈥29.
  • Vilma Seeberg & Shujuan Luo (2018) Migrating to the City in North West China: Young Rural Women鈥檚 Empowerment, Journal of Human Development and Capabilities, DOI: 
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 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: 
  • 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). 鈥淭he Safety of Students Is Our Top Priority鈥: Does the Securitization of Educational Spaces and Experiences Undermine Education? Paper presented at Emerging Researchers鈥 Conference鈥擡uropean 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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