Judy Sharkey

PROFESSOR
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 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.

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

Courses Taught

  • 712: Teaching Multilingual Learners
  • 712/812: Teaching Multilingual Learners
  • 799H: Honors Thesis Completion
  • 812: Teaching Multilingual Learners
  • EDUC 402: Into to Educational Studies
  • EDUC 520: Education, Poverty, Developmnt
  • EDUC 550: Linguistic Diversity
  • 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 590: Rsrch Exp/Education
  • INCO 790: Adv Rsrch Exp/Education

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