White, J.W. (2026). “We are the power we have been waiting for”: Academic freedom, ideological hegemony, and the work of refusal in Florida. Journal of Academic Freedom (American Association of University Professors).
White, J.W. (accepted for publication). We’ve never seen this much surveillance: Censorship, monitoring, and the new panopticon of the university. In N. Wolfinger (Ed.), Professors speak out: The truth about campus investigations, 2nd Edition (forthcoming).
White, J.W. (2026). “Care defined differently: Impactful change and decisive action through faculty leadership. In K.O’Hara and T. Kress (Eds.), Care(giving) and leadership: Critical narratives of interdisplinary praxis. Myers Educational Press.
White, J.W. (2025). Seeking equity and social justice in a “positively dystopian” state. In W. Whitaker, K. Strom & T Kress (Eds), Critical leadership praxis for the future of democracy. Myers Press.
White, J.W., & Dinsmore, D. (2024). Unhinged: Reading comprehension tests as gatekeepers to teaching. Reading Psychology, 1–20. https://doi.org/10.1080/02702711.2024.2379262.
Hungerford-Kresser, H., Amaro-Jimenez, C., & White, J. (2022). Beyond Standards: College and Career Readiness and Culturally Responsive Curriculum in Teacher Preparation. International Journal of Educational Research, vol 116.
White, J.W. & Sumner, C.L. (2021). Writing to transgress: Autobiographies and family trees as multimodal and culturally sustaining writing pedagogy. Teaching/Writing: The Journal of Writing Teacher Education, 10(1), 1-19.
White, J.W. (2021). English teachers as guerrilla warriors. Florida English Journal.
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.
McGinley, W., Kamberelis, G., & White, J.W. (2020). Exploring selves and worlds through affective and imaginative engagements with literature. Educational Philosophy and Theory Journal, 53(4), 350-362.
White, J.W., Aragon, S., & Blakewood-Pascale, A. (2020). Collegiate cultural capital and integration into the college community. College Student Affairs Journal, 38(1), 34 - 52.
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.