Judy Sharkey

Judy Sharkey

Phone: (603) 862-7055
Office: Education, Morrill Hall Rm 206B, Durham, NH 03824

Judy Sharkey is 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 migration and globalization on PK-12 public education while consistently working multiple dialectics: global-local; diversity-standardization; monolingual-multillingual; and, policy-practice. Within language education and policy, her research focuses on teacher/teacher educator learning and development in plurilingual, transmigrant, immigrant and refugee communities. Such work is situated within a linguistic rights framework and seeks to name and dismantle language hierarchies while promoting the value of multilingualism in society. Dr. Sharkey's work also advocates and advances critical self-reflexive and community-responsive approaches to teacher education, a position that broadens the definition of "teacher educator" to include leaders and members of community organizations, youth clubs, and families. Drawing on critical feminist pedagogies and theories across sociology, comparative education, and linguistic anthropology, she uses a range of qualitative methodologies (shared ethnography, narrative inquiry, collaborative participatory action research) in her research designs. Dr. Sharkey has conducted research with colleagues and in classrooms in Colombia, Ireland, Japan, Mexico, Pakistan, and the United States. Between 2007 and 2018, she directed two multi-year National Professional Development (NPD) grants funded by the US Department of Education's Office of English Language Acquisition (OELA). Combined, the projects served over 200 teachers serving culturally, linguistically, and racially diverse schools in New Hampshire. She was a Fulbright Scholar in Mexico in 2008, hosted by Universidad Autónoma de Aguascalientes (UAA) and in Ireland in 2022, hosted by the National University of Ireland Galway (NUIG). In both settings, she explored the role of teachers' linguistic identities in teaching English in multilingual classrooms. Two current inquiries explore the long term and long lasting effects of national language policies in nation-building, national identity, and the education of minoritized populations.

Courses Taught

  • EDUC 520: Education, Poverty, Developmnt
  • EDUC 550: Linguistic Diversity
  • EDUC 610H: Ed Studies Field Experience
  • EDUC 712: Teaching Multilingual Learners
  • EDUC 712/812: Teaching Multilingual Learners
  • EDUC 784: Community-Engaged Researchers
  • EDUC 812: Teaching Multilingual Learners
  • EDUC 959: Issues in Education
  • HONR 799H: Honors Thesis Completion
  • INCO 590: Rsrch Exp/Education
  • INCO 790: Adv Rsrch Exp/Education


  • Ph.D., Curriculum and Instruction, Pennsylvania State University
  • M.A.T., English, School for International Training
  • B.A., English, Franklin Pierce College

Research Interests

  • Citizenship
  • Community-based participatory pedagogies; education, immigration, and citizenship
  • Comparative Education
  • Critical sociocultural approaches to language and literacies
  • Immigration
  • Latin America
  • Pedagogies and scholarship of second language teacher education
  • Public pedagogy and feminist theory
  • Teacher learning and development across the career span
  • Educational equity

Selected Publications

  • 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). Lives stories don't tell: Exploring the untold in autobiographies. CURRICULUM INQUIRY, 34(4), 495-512. doi:10.1111/j.1467-873X.2004.00307.x

  • 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

  • Most Cited Publications