Journal Articles
MacKenzie, M., Sensoy, 脰., Johnson, G. F., Sinclair, N., & Weldon, L. (2023). How universities gaslight EDI&I initiatives: Mapping institutional resistance to structural change. . 19(1). doi:10.22230/ijepl.2023v19n1a1303
Sensoy, 脰. & (2021). Dismantling spherical cows: Advancing social justice in STEM education. , 2(1), 1-29.
Cassidy, W., Sensoy, 脰., & Beck, K. (2020). . Journal of Global Citizenship and Equity Education, 7(1).
DiAngelo, R. & Sensoy, 脰. (2018). 鈥淏ut I鈥檓 shy!鈥: Classroom participation as a social justice issue. . https://doi.org/10.1515/mlt-2018-0002
Sensoy, 脰. & DiAngelo, R. (2017). 鈥淲e are all for diversity, but . . .鈥: How faculty hiring committees reproduce whiteness and practical suggestions for how they can change. , 87(4), 557鈥580.
Sensoy, 脰. & (2016). Unpaving the road to hell: Disrupting good intentions and bad science about Islam and the Middle East. Educational Studies, 52(6), 506鈥520.
Sensoy, 脰. (2016). Angry Muslim men: Neo-orientalism and the pop culture curriculum [online]. , 7(16).
Sensoy, 脰. (2015). Acting on a framework for equity: What to do and how to do it. , Spring 2015, 12鈥14.
DiAngelo, R. & Sensoy, 脰. (2015). , 8(1), 7鈥11.
. & Sensoy, 脰. (2014). Calling in: Strategies for cultivating humility and critical thinking in anti-racism education. , 4(2), 191鈥203.
Sensoy, 脰. & (2014). 鈥淩espect differences鈥?: Challenging the common guidelines in social justice education. 22(2), Feature Article, Article 1.
& Sensoy, 脰. (2014). Leaning in: A student鈥檚 guide to engaging constructively with social justice content. , 11(1), (Article 2).
& Sensoy, 脰. (2014). Getting slammed: White depictions of interracial dialogues as arenas of violence. Race Ethnicity and Education, 17(1), 103鈥128.
O鈥橬eill, D.K., Guloy, S. & Sensoy, 脰. (2014). Strengthening methods for assessing students鈥 metahistorical conceptions: Initial development of the Historical Account Differences survey. , 105(1), 1鈥14.
Sensoy, 脰. (2012). 鈥淏all Licky-Licky!鈥: Pedagogical strategies for interrogating pop culture images. [Online] , 4(1), (Article 3).
Sensoy, 脰. (2012). Mad men of the Middle East go 鈥淢waaaaaaaahhrrrr!!!鈥: How popular culture teaches contempt for Middle Eastern men. , 21(4), 87-104.
Parhar, N. & Sensoy, 脰. (2011). Culturally relevant pedagogy redux: Teachers鈥 conceptions of their work and its challenges. , 34(2), 189鈥218.
Sensoy, 脰. (2011). . , 24(3), 323鈥342.
& Sensoy, 脰. (2011). . International Journal of Critical Pedagogy, 3(3), 71鈥88.
Sensoy, 脰., Sanghera, R., Parmar, G., Parhar, N., Nosyk, L., & Anderson, M. (2010). Moving beyond 鈥渄ance, dress, and dining鈥 in Multicultural Canada. , 12(1), (Online, Article 5).
DiAngelo, R. & Sensoy, 脰. (2010). 鈥淥K, I get it! Now tell me how to do it!鈥: Why we can鈥檛 just tell you how to do critical multicultural education. , 12(2), 97鈥102.
Sensoy, 脰. & Marshall, E. (2010). Missionary girl power: Saving the 鈥淭hird World鈥 one girl at a time. , 22(3), 295鈥311.
Sensoy, 脰. & Marshall, E. (2009/2010). Save the Muslim girls! , 24(2), 14鈥19.
*Selected for the PBS documentary (2012), Recommended Reading list
& Sensoy, 脰. (2009). Equity & Excellence in Education, 42(4), 443鈥455.
Marshall, E. & Sensoy, 脰. (2009). Discourse: Studies in the Cultural Politics of Education, 30(2), 151鈥164.
Sensoy, 脰. & (2009). Phi Delta Kappan, 90(5), 345鈥352.
Sensoy, 脰. (2008). TV Teacher: Is Little Mosque on the Prairie good for Canadian Muslims? , 12(2), 43鈥54.
Sensoy, 脰. (2007). Pedagogical strategies for disrupting gendered Orientalism: Mining the binary gap in teacher education. Journal of Intercultural Education, 18(4), 361鈥365.
& Sensoy, 脰. (2007). . , 11(1), 41鈥51.
Sensoy, 脰, & DiAngelo, R. (2006). Radical Pedagogy, 8(1), (Online, Article 4).