Journal Articles
Sensoy, 脰. (2024). Overcoming historical factors that block the quest for educational equity in Canadian schools [Special issue: The Global Quest for Educational Equity]. Daedalus, the Journal of the American Academic of Arts & Sciences, 153(4), 111-126. https://doi.org/10.1162/daed_a_02107
MacKenzie, M., Sensoy, 脰., Johnson, G. F., Sinclair, N., & Weldon, L. (2023). How universities gaslight EDI&I initiatives: Mapping institutional resistance to structural change. International Journal of Education Policy and Leadership. 19(1). doi:10.22230/ijepl.2023v19n1a1303
Sensoy, 脰. & Lenges, A. (2021). Dismantling spherical cows: Advancing social justice in STEM education. Rethinking Critical Pedagogy, 2(1), 1-29.
Cassidy, W., Sensoy, 脰., & Beck, K. (2020). From rhetoric to reality: Identifying teacher opportunities and barriers in educating for human rights. 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. Multicultural Learning and Teaching. 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. Harvard Educational Review, 87(4), 557鈥�580.
Sensoy, 脰. & Ali-Khan, C. (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]. Critical Education, 7(16).
Sensoy, 脰. (2015). Acting on a framework for equity: What to do and how to do it. Manitoba Association of School Superintendents Journal, Spring 2015, 12鈥�14.
DiAngelo, R. & Sensoy, 脰. (2015). Grade inflation: A social justice issue. Washington State Kappan: A Journal for Research, Leadership and Practice, 8(1), 7鈥�11.
DiAngelo, R. & Sensoy, 脰. (2014). Calling in: Strategies for cultivating humility and critical thinking in anti-racism education. Understanding and Dismantling Privilege, 4(2), 191鈥�203.
Sensoy, 脰. & DiAngelo, R. (2014). 鈥淩espect differences鈥�?: Challenging the common guidelines in social justice education. Democracy & Education 22(2), Feature Article, Article 1.
DiAngelo, R. & Sensoy, 脰. (2014). Leaning in: A student鈥檚 guide to engaging constructively with social justice content. Radical Pedagogy, 11(1), (Article 2).
DiAngelo, R. & 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. The Social Studies, 105(1), 1鈥�14.
Sensoy, 脰. (2012). 鈥淏all Licky-Licky!鈥�: Pedagogical strategies for interrogating pop culture images. [Online] Films for the Feminist Classroom, 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. Our Schools Our Selves, 21(4), 87-104.
Parhar, N. & Sensoy, 脰. (2011). Culturally relevant pedagogy redux: Teachers鈥� conceptions of their work and its challenges. Canadian Journal of Education, 34(2), 189鈥�218.
Sensoy, 脰. (2011). Picturing oppression: Seventh graders鈥� photo essays on racism, classism, and sexism. International Journal of Qualitative Studies in Education, 24(3), 323鈥�342.
Stonebanks, C.D. & Sensoy, 脰. (2011). Schooling identity: Constructing knowledge about Islam, Muslims, and people of the Middle East in Canadian schools. 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. International Journal of Multicultural Education, 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. Multicultural Perspectives, 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. Gender and Education, 22(3), 295鈥�311.
Sensoy, 脰. & Marshall, E. (2009/2010). Save the Muslim girls! Rethinking Schools, 24(2), 14鈥�19.
*Selected for the PBS documentary The Light in Her Eyes (2012), Recommended Reading list
DiAngelo, R. & Sensoy, 脰. (2009). We don鈥檛 want your opinion: Knowledge construction and the discourse of opinion in the equity classroom. Equity & Excellence in Education, 42(4), 443鈥�455.
Marshall, E. & Sensoy, 脰. (2009). The same old hocus pocus: Pedagogies of gender and sexuality in Shrek 2.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? Taboo: A Journal of Education and Culture, 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.
Stonebanks, C.D. & Sensoy, 脰. (2007). Did we miss the joke, again? The cultural learnings of two Middle East professors for make benefit insights on the glorious West. Taboo: A Journal of Education and Culture, 11(1), 41鈥�51.
Sensoy, 脰, & DiAngelo, R. (2006). 鈥淚 wouldn鈥檛 want to be a woman in the Middle East鈥�: White female narratives of Muslim oppression. Radical Pedagogy, 8(1), (Online, Article 4).