Positions

Research Areas research areas

Overview

  • Judy Sharkey is the John & H. Irene Peters Professor of Education and Chair of the Education Department in the College of Liberal Arts at the University of New Hampshire. She is also core faculty in the Women's & Gender Studies Department. She holds a Ph.D. in Language & Literacy Education with a concentration on Bilingual/Multicultural Education.

    Broadly speaking, her scholarship addresses some of the pressing challenges raised by the effects of globalization on public education while consistently working multiple dialectics: global-local; diversity-standardization; monolingual-multillingual; and, policy-practice. Within second language and literacy education, her research focuses on teacher/teacher educator learning and development in plurilingual, transmigrant and diaspora communities in the US, Colombia, and Pakistan.Dr. Sharkey's work advocates and advances critical self-reflexive and community-responsive approaches to teacher education, a position that invites and values the knowledge, experiences, and voices of students, families, and community members into the larger project of education in participatory democracies. A self-reflexive approach to this work means holding teacher educators and our programs more accountable for our roles in facilitating and/or impeding teacher and student learning. In recent years this has meant more attention on decentering whiteness in teacher education, naming white complicity and insisting on more anti-racist, community-engaged curriculum and action within teacher education policies, practices, and licensure.
  • Publications

    Academic Article

    Year Title
    2020 Missing a S-STEP? How self-study of teacher education practice can support the language teacher education knowledge baseLanguage Teaching Research.  24:105-115. 2020
    2019 Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiryTESOL Journal.  10. 2019
    2018 The promising potential role of intercultural citizenship in preparing mainstream teachers for im/migrant populationsLanguage Teaching Research.  22:570-589. 2018
    2018 Who’s educating the teacher educators? The role of self-study in teacher education practices (S-STEP) in advancing the research on the professional development of second language teacher educators and their pedagogiesIkala, revista de lenguaje y cultura.  23:15-18. 2018
    2016 Developing a Deeper Understanding of Community-Based Pedagogies With Teachers: Learning With and From Teachers in ColombiaJournal of Teacher Education.  67:306-319. 2016
    2011 Imbalanced literacy? How a US national educational policy has affected English learners and their teachersColombian Applied Linguistics Journal.  0:48-48. 2011
    2009 Can We Praxize Second Language Teacher Education? An Invitation to Join a Collective, Collaborative ChallengeIkala, revista de lenguaje y cultura.  14:125-150. 2009
    2004 ESOL teachers' knowledge of context as critical mediator in curriculum developmentTESOL Quarterly.  38:279-299. 2004
    2004 Lives stories don't tell: Exploring the untold in autobiographiesCurriculum Inquiry.  34:495-512. 2004
    2004 Teacher-researcher collaboration in TESOL - Defining the process of teacher-researcher collaborationTESOL Quarterly.  38:335-339. 2004
    2000 Whose Definition of Success? Identifying Factors That Affect English Language Learners' Access to Academic Success and ResourcesTESOL Quarterly.  34:352-352. 2000

    Book

    Year Title
    2019 Self-Study of Language and Literacy Teacher Education Practices: Culturally and Linguistically Diverse Contexts.  Ed. 30.  Ed. Sharkey, Judy.  2019
    2018 Engaging Research: Transforming Practice in the Elementary Classroom.  Ed. Sharkey, Judy.  2018
    2008 Revitalizing a curriculum for school-age learners.  Ed. Sharkey, Judy.  2008

    Chapter

    Year Title
    2020 Self-Study and English language teaching.  823-868. 2020
    2019 Mapping our way to critical pedagogies: Stories from Colombia..  175-193. 2019
    2017 Teaching Science to English Language Learners.  137-162. 2017
    2016 The role of community explorations in developing meaningful curriculum.  29-49. 2016
    2016 Addressing the relational gap through community connections: Examples of language teacher learning in Colombia and the United States..  29-47. 2016
    2012 Promoting the value of local knowledge in ESL/EFL teacher education through community-based fieldwork 2012

    Teaching Activities

  • Adv Rsrch Exp/Education Taught course 2020
  • Community-Engaged Researchers Taught course 2020
  • Teaching Multilingual Learners Taught course 2019
  • Teaching Multilingual Learners Taught course 2019
  • Into to Educational Studies Taught course 2019
  • Intrnshp & Sem/Teaching Taught course 2019
  • Education, Poverty, Developmnt Taught course 2019
  • Intrnshp & Sem/Teaching Taught course 2018
  • Into to Educational Studies Taught course 2018
  • Education, Poverty, Developmnt Taught course 2018
  • Lang & Culture in Schools Taught course 2016
  • Lang & Culture in Schools Taught course 2016
  • Teaching Multilingual Learners Taught course 2016
  • ESL Curriculum and Assessment Taught course 2015
  • Intro to British Culture Taught course 2014
  • London Program Taught course 2014
  • Education And Training

  • B.A. English, Franklin Pierce College
  • M.A.T. English, School for International Training
  • Ph.D. Curriculum and Instruction, Pennsylvania State University
  • Full Name

  • Judy Sharkey