Judy Sharkey

Department Chair, Education

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

Judy Sharkey is the John & H. Irene Peters Professor of Education and Chair of the Education Department 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. A self-reflexive approach to this work means holding teacher educators and our programs more accountable for our roles in facilitating and/or impeding teacher and student learning. In recent years this has meant more attention on decentering whiteness in teacher education, naming white complicity and insisting on more anti-racist, community-engaged curriculum and action within teacher education policies, practices, and licensure.


  • 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

Courses Taught

  • EDUC 402: Into to Educational Studies
  • EDUC 520: Education, Poverty, Developmnt
  • EDUC 712: Teaching Multilingual Learners
  • EDUC 784: Community-Engaged Researchers
  • EDUC 812: Teaching Multilingual Learners
  • EDUC 900A: Intrnshp & Sem/Teaching
  • EDUC 901A: Intrnshp & Sem/Teaching
  • INCO 790: Adv Rsrch Exp/Education

Selected Publications

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

Peercy, M. M., Sharkey, J., Baecher, L., Motha, S., & Varghese, M. (2019). Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry. TESOL Journal, 10(4). doi:10.1002/tesj.482

Sharkey, J., & Peercy, M. M. (2019). Self-Study of Language and Literacy Teacher Education Practices: Culturally and Linguistically Diverse Contexts (Vol. 30, 1st ed.). J. Sharkey, & M. M. Peercy (Eds.), Bingley, UK: Emerald. Retrieved from https://www.emeraldinsight.com/

Clavijo Olarte, A., & Sharkey, J. (2019). Mapping our way to critical pedagogies: Stories from Colombia.. In M. Lopéz-Gopar (Ed.), International Perspectives on Critical Pedagogies in ELT (pp. 175-193). London: Palgrave Macmillan. Retrieved from https://www.palgrave.com/in/book/9783319956206

Sharkey, J. (2018). The promising potential role of intercultural citizenship in preparing mainstream teachers for im/migrant populations. Language Teaching Research, 22(5), 570-589. doi:10.1177/1362168817718577

Sharkey, J., Clavijo Olarte, A., & Ramírez, L. M. (2016). Developing a Deeper Understanding of Community-Based Pedagogies With Teachers. 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. doi:10.2307/3588381

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., & 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. doi:10.2307/3587961

Most Cited Publications