Curriculum Vita

Select Publications

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White, J.W., & Ali-Khan, C. (2020). Sex and sexuality in the Language Arts classroom. English Education, 52(4), 383-309.


Ali-Khan, C., and White, J.W. (2020). Confronting disembodiment in public schooling. In Kress, T., C. Emdin, & B. Lake (Eds.), Critical pedagogy for healing: A soul revival of teaching and learning.  Bloomsbury Publishers.

White, J.W. (2020). English teachers as guerrilla warriors. Florida English Journal.

McGinley, W., Kamberelis, G., & White, J.W. (2020). Exploring selves and worlds through affective and imaginative engagements with literature. Educational Philosophy and Theory Journal.


White, J.W., Aragon, S., & Blakewood-Pascale, A. (2020). Collegiate cultural capital and integration into the college community. College Student Affairs Journal.


Ali-Khan, C., & White, J.W. (2020). Between hope and despair: Teacher education in the Trump era. Educational Philosophy and Theory Journal, 52(7), 738-746.


White, J.W. (2018). Poems, Artifacts, Ambiguity: William Butler Yeats and Beer Goggles. English Journal, 108(2), 55-61.


Proffitt, J., & White, J.W. (2017). Preventing violence or promulgating fear? ALEC, the NRA, and guns on campus. Thought & Action, 33(1), 11-27.


White, J.W., Ali-Khan, C., & Zoellner, B. (2017). Deconstructing meritocracy in the college classroom. College Teaching, 16(2).


White, J.W., & Chant, R.H. (2014). Challenging idealism: Pre-service teachers’ core beliefs before, during, and after an extended field-based experience. Teacher Education Quarterly, 41(2).


White, J.W., & Hungerford-Kresser, H. (2014, May). Character journaling through social networks: Exemplifying tenets of the New Literacy Studies. Journal of Adolescent and Adult Literacy, 57(8), 642-654.


White, J.W., & Ali-Khan, C. (2013). Classroom discourse and the problem of academic assimilation. American Secondary Education, 42(1), 24-42.


White, J.W. (2012). Can I Get an Amen? The Black Gospel Church as Discourse Community, Pedagogy, and Model of Code Meshing. Journal of Languages and Cultures, 3(6), 96-111.


White, J.W. (2012). From textbooks to ‘managed instructional systems’: Corporate control of the English Language Arts. In H. Hickman and B. Porfilio (Eds.). The new politics of the textbook: A project of critical examination and resistance (pp. 193-212). Boston: Sense Publishers.


White, J.W. (2012). Round peg, square Hole: Trying to bridge PDS models and nontraditional teacher education. School University Partnerships, 5(1), 40-56.


White, J.W. (2011). Resistance to classroom participation: Minority students, academic discourse, cultural conflicts, and issues of representation in whole class discussions. Journal of Language, Identity, and Education 10(4), 250-265.


White, J.W. (2011). De-centering English in the English classroom: Using texts to highlight the dynamic nature of the English language and to promote the teaching of code-switching. English Journal 100(4), 44-49.


Black, K.L. & White, J.W. (2011). Musical theater as school-wide curriculum: Lessons learned from “Fiddler on the Roof.” Teaching Theater, 21(2), 12-20.


White, J.W., & Lowenthal, P.R. (2011). Minority college students and tacit “codes of power": Developing academic discourses and identities. The Review of Higher Education, 34(2), 283-318.


White, J.W. (2009). Reading “The Word and the World”: The double-edged sword of teaching critical literacy. Voices from the Middle, 17(2), 55-57.


White, J.W. (2005). Sociolinguistic challenges to minority collegiate success: Entering the discourse community of the college. Journal of College Student Retention: Research, Theory & Practice, 6(4), 369-393.


McGinley, W., Conley, K., & White, J.W. (2000). Pedagogy for the few: Book club discussion guides and the modern book industry as literacy teacher. Journal of Adolescent and Adult Literacy, 44(3), 204-214.

My Philosophy of Education

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