Judy Sharkey is the John & H. Irene Peters Professor of Education 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. She was a Fulbright Scholar in Mexico in 2008. In 2022 she will be a Fulbright Scholar in Ireland, hosted by the School of Education at the National University of Ireland: Galway.
Ph.D., Curriculum and Instruction, Pennsylvania State University
M.A.T., English, School for International Training
B.A., English, Franklin Pierce College
Community-based participatory pedagogies; education, immigration, and citizenship
Critical sociocultural approaches to language and literacies
Pedagogies and scholarship of second language teacher education
Public pedagogy and feminist theory
Teacher learning and development across the career span
EDUC 402: Into to Educational Studies
EDUC 520: Education, Poverty, Developmnt
EDUC 550: Linguistic Diversity
EDUC 712: Teaching Multilingual Learners
EDUC 712/812: Teaching Multilingual Learners
EDUC 784: Community-Engaged Researchers
EDUC 812: Teaching Multilingual Learners
EDUC 901A: Intrnshp & Sem/Teaching
HONR 799H: Honors Thesis Completion
INCO 590: Rsrch Exp/Education
INCO 790: Adv Rsrch Exp/Education
Peercy, M. M., & Sharkey, J. (2023). Who gets to ask “Does race belong in every course?”: Staying in the anguish as White teacher educators. In A. Martin (Ed.), Self-Studies in Urban Teacher Education: Preparing U.S. Teachers to Advance Equity and Social Justice. (Vol. 25). Springer.
Sharkey, J. (2022). Decolonizing and decentering language teacher education in Multilingual Colombia. In N. Miranda, A. -M. de Mejía, & S. Valencia Giraldo (Eds.), Language Education in Multilingual Colombia Critical Perspectives and Voices from the Field. Routledge. Retrieved from https://www.routledge.com/
Sharkey, J., Peercy, M. M., Solano-Campos, A., & Schall-Leckrone, L. (2021). Being a reflexive practitioner and scholar in TESOL: Methodological considerations.. In E. Yuan, & I. Lee (Eds.), Becoming and Being a TESOL Teacher Educator Research and Practice (pp. 127-146). Routledge. Retrieved from https://www.routledge.com/
Sharkey, J., Johnson, L., & Dharamshi, P. (2021). Critical community literacies in teacher education. In J. Z. Pandya, R. M. Mora, J. A. Alford, N. A. Golden, & R. S. de Roock (Eds.), The Handbook of Critical Literacies (first ed.). Routledge. Retrieved from https://www.routledge.com/
Sharkey, J., & Peercy, M. M. (2020). Self-Study and English language teaching. In J. Kitchen, A. Berry, S. M. Bullock, A. Crowe, M. Taylor, H. Gu∂jónsdóttir, & L. Thomas (Eds.), 2nd International Handbook of Self-Study of Teaching and Teacher Education (pp. 823-868). Springer.
Peercy, M. M., & Sharkey, J. (2020). Missing a S-STEP? How self-study of teacher education practice can support the language teacher education knowledge base. LANGUAGE TEACHING RESEARCH, 24(1), 105-115. doi:10.1177/1362168818777526
Sharkey, J., Clavijo Olarte, A., & Maribel Ramirez, L. (2016). Developing a Deeper Understanding of Community-Based Pedagogies With Teachers: Learning With and From Teachers in Colombia. JOURNAL OF TEACHER EDUCATION, 67(4), 306-319. doi:10.1177/0022487116654005
Sharkey, J. (2004). ESOL teachers' knowledge of context as critical mediator in curriculum development. TESOL QUARTERLY, 38(2), 279-299. doi:10.2307/3588381
SHARKEY, J., & LAYZER, C. (2000). Whose Definition of Success? Identifying Factors That Affect English Language Learners' Access to Academic Success and Resources. TESOL Quarterly, 34(2), 352-368. doi:10.2307/3587961