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.
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 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 901A: Intrnshp & Sem/Teaching
EDUC 959: Issues in Education
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