Sharon Chubbuck, Ph.D.Marquette UniversityMilwaukeeWI53201United States of Americasharon.chubbuck@marquette.eduCurriculum Vitae2018
Zembylas, M. & Chubbuck, S. M. (2018). Conceptualizing ‘teacher identity’: A political
approach. In P. Schutz, J. Y. Jong, D. Cross Francis (Eds.), Research on teacher identity and motivation: Mapping challenges and innovations. Dordrecht, The Netherlands: Springer.
2016
Chubbuck, S. M. & Zembylas, M. (2016). Social Justice in Teacher Education.
In J. Loughan & M. L. Hamilton (Eds.), International Handbook on Teacher Education, Vol 2, (pp. 463-501). Singapore: Springer Publishing.
2015
Chubbuck, S. M. & Buck, B. (2015). Pedagogies of kindness: Counternarratives and
negotiations. In P. L. Thomas, P. R. Carr, J. Gorlewski, & B. Porfilio (Eds.), Pedagogies of Kindness and Respect: On the Lives and Education of Children, (pp. 39-52). Peter Lang Publishing.
Zembylas, M. & Chubbuck, S. (2015). Conceptualizing teacher identity: A political approach. In H. Fives & G. Gill, (Eds.), Handbook of Research on Teachers’ Beliefs. New York: Routledge.
2011
Chubbuck, S. M. & Zembylas, M. (2011). Critical pedagogy for nonviolence: Opening spaces of possibility. Journal of Peace Education, 8(3), 259-275.
Zembylas, M., & Chubbuck, S. (2011). Growing immigration and multiculturalism in Europe: Teachers' emotions and the prospects of social justice education. In C. Day (Ed.), International handbook on teacher and school development (pp. 293-316). New York: Routledge
2010
Chubbuck, S. M. (2010). Forgiveness Education: Urban Youth’s Perceptions and Collective Narratives. Journal for the Study of Peace and Conflict, Annual Edition, 2009-2010, 77-88.
Chubbuck, S. M. (2010). Individual and structural orientations in socially just teaching: Conceptualization, implementation, and collaborative effort. Journal of Teacher Education, 61(3), 197-210.
Chubbuck,S.M. (2010). Imperatives for Social Justice in Teacher Education: Realization in Theory and Practice. Teacher Education & Practice, 23(4), 462-465.
Chubbuck, S. M. & Zembylas, M. (2010). Urban high school students’ perception and experience of forgiveness: Intersections with justice. Paper presentation for annual meeting of the American Educational Research Association, April 2010, Denver, CO.
2009
Zembylas, M., & Chubbuck, S. (2009). Emotions and social inequalities: Mobilizing emotions for social justice education. In P. Schutz & M. Zembylas (Eds.). Advances in teacher emotion research: The impact on teachers' lives, (pp. 343-363). Springer: Dordrecht, The Netherlands.
Clift, R., Chubbuck, S.M., Burke, W., & Harden, R. (2009). Where Can the PhD Take You? Lessons from Diverse Career Paths. In A.Webb (Ed.) Doctoral Programs in English Education. Kennesaw State University Press.
Chubbuck, S. M. (2009). Imagining a world without violence: One teacher’s practice of nonviolence. Paper presentation, Social Justice in Jesuit Higher Education Conference, June 2009, Fairfield University, Fairfield, CT.
Chubbuck, S. M., Deahl, R., Miller, T., Harak, S., Jeske, C. & Rawal, D. (2009). Transforming/being transformed through nonviolence: Delights and dilemmas from the field. Symposium, Social Justice in Jesuit Higher Education Conference, June, 2009, Fairfield University, Fairfield, CT.
Chubbuck, S. M. & Zembylas, M. (2009). Critical pedagogy for nonviolence: Opening spaces of possibility. Paper presentation for Annual Meeting of the American Educational Research Association, April 2009, San Diego, CA.
Johnson-Dynek, L. & Chubbuck, S. M. (2009). Discursive exploration of nonviolence: Negotiating and transforming difference. Paper presentation for Annual Meeting of the American Educational Research Association, April 2009, San Diego, CA.
Whipp, J. L. & Chubbuck. (2009). Developing moral sensibility in an urban teacher preparation program. Paper presentation for Annual Meeting of the American Educational Research Association, April 2009, San Diego, CA.
2008
Chubbuck, S. M. (2008). A novice’s beliefs about socially just teaching: Dialogue of multiple voices. The New Educator, 4(4), 309-329.
Chubbuck, S. M. & Zembylas, M. (2008). The emotional ambivalence of socially just teaching: A case study of a novice urban school teacher. American Educational Research Journal, 45(2), 274-318.
Chubbuck, S.M. & Zembylas, M. (2008). Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban School Teacher. Paper presentation at the Annual Meeting of the American Educational Research Association, New York City, NY.
2007
Chubbuck, S.M., Burant, T., & Whipp, J. (2007). The presence and possibility of moral sensibility in beginning pre-service teachers. Ethics and Education, 2(2), 109-130.
Burant, T.J., Chubbuck, S.M., & Whipp, J.L. (2007). Reclaiming the moral in the dispositions debate. Journal of Teacher Education, 58(5), 397-411.
Chubbuck, S. M. (2007). Socially just teaching and the complementarity of Ignatian pedagogy and critical pedagogy. Christian Higher Education, 6(3), 239-265.
Chubbuck, S. M., Burant, T. J., & Whipp, J. L. (2007). Developing Moral Sensibilities in Preservice Teachers. Paper presentation at the Annual Meeting of the American Educational Research Association, Chicago, IL.
2006
Chubbuck, S. M. (2006). Teaching for Social Justice: The Dangers of Succeeding. Paper presentation at The New Educators Conference, New York City, NY.
Burant, T. J., Chubbuck, S. M., & Whipp, J. (2006). Deliberating about Dispositions: A Documentary Account. Paper presentation at Annual Meeting of the American Educational Research Association, San Francisco, CA.
2005
Chubbuck, S.M. & Lorentz, R. (2005). Critical pedagogy and Ignatian pedagogy: Uneasy alliances among the why, the what, and the how of social justice. Paper presentation at Commitment to Justice Conference, Cleveland, OH .
Burant, T.J. & Chubbuck, S.M. (2005). Deliberating about the Jesuit difference in teacher education: What dispositions should future teachers have in order to reflect a commitment to justice? Paper presentation at Commitment to Justice Conference, Cleveland, OH.
Chubbuck, S.M., Burant, T.J., Eckman, E., Leslie, L., McClure , M., Noll, S., van den Kieboom, L., & Whipp, J. (2005). Teaching for Social Justice in a Teacher Education Program: Commonalities, Contrasts, and Questions in Four Locations. Symposium presented at Annual Meeting of the American Educational Research Association, Montreal, Canada
2004
Chubbuck, S.M. (2004). Whiteness enacted, Whiteness disrupted: The complexity of personal congruence. American Educational Research Journal, 4(2), 301-333.
Chubbuck, S.M. (2004). Teachers’ Socio-cultural identity and reader response:
Power to scaffold, power to silence. Paper presented at Annual Meeting of the American Educational Research Association, San Diego, CA.
2003
Chubbuck, S.M. Book Review: Crossing over to Canaan, by Gloria Ladson-Billings. Journal of International Curriculum Studies, 35 (6), 742-746.
Chubbuck, S.M. (2003). White racism: Rearticulated or just hiding? Paper presented at Annual Meeting of the American Educational Research Association, Chicago, IL.
Chubbuck, S.M. (2003). (with A. Trent, T. Burant, J. Whipp, K. Evans, A. Wade, & S. Noffke). Critical friends or competing agendas: Tensions encountered by teacher educators engaged in sparking, supporting, and sustaining practitioner research. Symposium presented at Annual Meeting of the American Educational Research Association, Chicago, IL.
2002
Chubbuck, S.M. (2002). (With B. Gilbeault, A. Hengel, S. Kitowski, & K. McGowan). Student voices: Reflections on pre-service teachers’ early encounters with issues of diversity. Panel discussion presented at the National Association of Multicultural Education, Washington, DC.
2001
Chubbuck, S.M, Clift, R.T., Allard, J. & Quinlan, J. (2001). Playing it safe as a novice teacher: Implications for programs for new teachers. Journal of Teacher Education, 52(5), 365-384.
Chubbuck, S.M. (2001) European American literacy teachers: Complex vestiges of whiteness. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
Clift, R.T., Klecka, C., Quinlin, J., Barrett, M., Trask, J., Chubbuck, S.M., Madden-Burke, W. (2001). How do we know it’s working? The role of internal and external evaluations of induction program quality. Symposium presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
Chubbuck, S.M. (2001). The intersection of personal story and cultural discourse on race in European American literacy teachers’ pedagogical practice with racially diverse students. Paper presented at the Association of Teacher Educators, New Orleans, LA.
2000
Clift, R. T., Chubbuck, S.M., Allard, J., &Quinlan, J. (2000). Partnerships are mortal: A self-study of four people involved in one partnership. In J. Loughran and T. Russell (Eds.), Exploring the myths and legends of teacher education, (pp. 26-40). Herstmonceux Castle, East Sussex, UK: Proceedings of the Third International Conference on Self-Study of Teacher Education Practices.
Clift, R.T., Allard, J. & Quinlan, J., Chubbuck, S.M. (2000). Partnerships are mortal: Debunking the myth of partnership as the answer for improving education. In M. Griffiths & G. Impey (Eds.) Making School-University Partnerships Work: Getting Better Research and Learning, (pp. 91-105). Nottingham, England: The Nottingham Trent University.
Chubbuck, S.M. (2000). The role of personal narrative in white teachers who are effective with racially diverse students. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
Chubbuck, S.M. (2000). The impact of white teachers’ life history on their acquisition and implementation of critical literacy. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
Clift, R.T. & Chubbuck, S.M. (2000). The many ways to do self-studies. Panel members for the Self-Study of Teacher Education Practices special interest group at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
Clift, R.T., Chubbuck, S.M., Quinlan, J., Klecka, C., Barrett, M. & Trask, J. (2000). Rethinking continuous professional development for novice teachers: It takes a network. Paper presented at the Association of Teacher Educators, Orlando, FL.
2015
$50,000 Spencer Foundation Small Research Grant (with Cynthia Ellwood), “Toward Dismantling Tracking and Systemic Inequity.”
$5,000.00. Strategic Innovation Fund, Marquette University (with Ellen Eckman, Jeffrey LaBelle, and Cynthia Ellwood), "Creation of a Diverse, Field-based Masters/Teacher Certification Program."
2014
$10,867.00 Regular Research Grant and Summer Faculty Fellowship, Marquette University (with Cynthia Ellwood) "A Story of Detracking."
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