Faculty Profiles

My research interests include using narrative inquiry to study multicultural education in diverse school contexts nationally and internationally in Honduras and South East Asia. My particular focus is on immigrant and minority student educational issues. I also engage in research on study abroad and teacher development in international contexts.

Refereed Journal Publications

• Sharma, S., Rahatzad, J., & Phillion, J. (2013). Engaging preservice teachers in the process of (de)colonization through international, cross-cultural field experiences. Interchange, 43(4), 363-377.
• Rahatzad, J., Sasser, H. L., Phillion, J., Karimi, N., Deng, Y., Akiyama, R., & Sharma, S. (2013). Postglobal teacher preparation: Border thinking along the global south through international cross-cultural experiences. International Journal of Multicultural Education, 15(3).
• Sharma, S., Rahatzad, J., & Phillion, J. (2012). Cultivating the multicultural imagination: Lived experience, political struggle and a curriculum of hope. Journal of Curriculum Theorizing 28 (3), 1-6.
• Sharma, S., El-Atwani, K., Rahatzad, J., Ware, J., Phillion, J. & Malewski, E. (2012). How disorienting experiences in informal learning context promotes cross-cultural awareness in pre-service teachers: Findings from a study abroad program. Journal of Learning Landscapes, 5(2), 281-293.
• Malewski, E., Sharma, S., Phillion, J. (2012). How international field experiences promote cross-cultural awareness in preservice teachers through experiential learning: Findings from a five-year collective case study. Teachers College Record, 114 (8). http://www.tcrecord.org/PrintContent.asp?ContentID=16530
• Sharma, S., Phillion, J., & Malewski, E. & (2011). Examining the practice of critical reflection for developing preservice teachers’ multicultural competencies: Findings from a study abroad program to Honduras. Issues in Teacher Education, 20 (2), 9-22.
• Phillion, J. & Malewski, E. (2011). Study abroad in teacher education: Delving into cultural diversity and developing cultural competence. Action in Teacher Education: The Journal of the Association of Teacher Educators, 33 (5-6), 643-657.
• Wang, Y., Phillion, J. & Malewski, E. (2010). Rethinking poverty, inequality and social injustice: Enhancing preservice teachers’ perception change through study abroad. Journal of the International Society for Teacher Education, 14(2), 17-24.
• Wang, Y. & Phillion, J. (2010). Whose knowledge is valued? A critical study of knowledge in elementary school textbooks in China. Intercultural Education, 21(6), 567-580.
• Phillion, J., Malewski, E., Sharma, S., & Wang, Y. (2009). Reimagining the curriculum in study abroad: Globalizing multiculturalism to prepare future teachers. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 323-339.
• Wang, Y. & Phillion, J. (2009). Multiculturalism in China: Minority language policy and practice. The International Journal of Multicultural Education, 11(1), 1-14.
• Malewski, E. & Phillion, J. (2009). International field experiences: The impact of class, gender and race on the perceptions and experiences of preservice teachers. Teaching and Teacher Education (25), 52-60.
• Malewski, E. & Phillion, J. (2009). Curriculum and experience: The raced, classed, and gendered nature of encounters abroad. Journal of Curriculum Theorizing 25 (3), 48-67.
• Phillion, J. (2008). Multicultural and cross-cultural narrative inquiry into understanding immigrant students’ educational experience in Hong Kong. Compare: A Journal of Comparative and International Education, 38 (3), 281-293.
• Phillion, J. & He, M. F. (2008). Multicultural and cross-cultural narrative inquiry in educational research. Thresholds in Education, 34(1), 2-12.
• Wang, Y. & Phillion, J. (2007). Chinese American students fight for their rights. The Journal of Educational Foundations (winter spring), 91-106.
• Xu, S.J., Connelly, F. M., He, M. F. & Phillion, J. (2007). Immigrant students’ experience of schooling: A narrative inquiry theoretical framework. Journal of Curriculum Studies, 39 (4), 399-422.
• Phillion, J. & Connelly, F. M. (2004). Narrative, diversity, and teacher education. Teaching and Teacher Education, 20 (5), 457-471.
• Phillion, J. & He, M. F. (2004), Using life based literary narratives in multicultural teacher education. Multicultural Perspectives, 6 (3), 3-9. (The official journal of the National Association for Multicultural Education.)
• Phillion, J. (2003). Obstacles to accessing the teaching profession for immigrant women. Multicultural Education, 11 (1), 41-45. [used as a reference on Canadian government web site 2004-2005]
• Phillion, J. (2003). Can technology offer a means of mentoring pre-service teachers about diversity? Mentoring and Tutoring: Partnerships in Learning, 11 (1), 43-52.
• Connelly, F. M., Phillion, J. & He, M. F. (2003). An exploration of narrative inquiry in multiculturalism in education: Reflecting on two decades of research in an inner-city Canadian community school. Curriculum Inquiry, 33(4), 363-384.
• Phillion, J. (2002). Becoming a narrative inquirer in a multicultural landscape. Journal of Curriculum Studies, 34 (5), 535-556.
• Phillion, J. (2002). Narrative multiculturalism. Special issue on narrative multiculturalism. Journal of Curriculum Studies, 34 (3), 265-279.
• Phillion, J. (2002). Classroom stories of multicultural teaching and learning. Special issue on narrative multiculturalism. Journal of Curriculum Studies, 34 (3), 281-300.
• Phillion, J. (1999). Narrative and formalistic approaches to the study of multiculturalism. Curriculum Inquiry, 29 (1), 129-141.
• He, M. F., Phillion, J. & Roberge, B. (1999). A narrative understanding of bilingualism. An essay review of Language, culture, and power: Bilingual families and the struggle for quality education, Lourdes Diaz Soto (1997). Curriculum Inquiry, 29 (4), 447-457.
• Phillion, J., & He, M. F. (1999). From stargazing to connecting: Graduate students venturing on to the AERA landscape. Educational Researcher, 28 (1), 46-47.
• Roberge, B., & Phillion, J. (1997). A narrative exploration of language learning experiences through a letter exchange. Canadian Modern Language Review, 54 (1), 110-119.

Refereed Handbook (Associate Editor)

• F. M. Connelly, M. F. He, & J. Phillion (Eds.), (2008). Handbook of curriculum and instruction. Thousand Oaks, CA: Sage.

Books in Edited Series

• M.F. He, & J. Phillion, (Series Eds.). (2008) Research for social justice: Personal, passionate, participatory inquiries. The teaching and research for social justice series. Greenwich, CT: Information Age.
• Sharma, S., Rahatzad, J., Phillion, J. & Sasser, H. (Eds.) (2014). Internationalizing teacher education for social justice: Research, theory and practice. In M.F. He, & J. Phillion, (Series Eds.). The teaching and research for social justice series. Greenwich, CT: Information Age.
• Rahatzad, J., Dockrill, H., Sharma, S., & Phillion, J. (2016). Internationalizing teaching and teacher education for equity: Engaging alternative knowledges across ideological borders. Charlotte, NC: Information Age.

Refereed Books

• Phillion, J., Hue, M. T., & Wang, Y. (Eds.) (2011). Minority students in East Asia: Government policies, school practices and teacher responses. New York: Routledge.
• J. Phillion, M.F. He, & F. M. Connelly, (Eds.) (2005). Narrative and experience in multicultural education. Thousand Oaks, CA: Sage.
• Phillion, J. (2008), (reissue of 2002 book). Narrative inquiry in a multicultural landscape: Multicultural teaching and learning. Westport, CN: Ablex.

Refereed Handbook Chapters

• Phillion, J. & Wang, Y. (2018). The Hui in China: A call for multicultural social justice education (245-257). In Y. K. Cha, S. H. Ham, & M, Lee (Eds.)The Routledge International Handbook of Multicultural Education Research in Asia Pacific. Routledge.
• Phillion, J., Rahatzad, J., Dockrill, H. (2017). Narrative inquiry and multicultural education (407-419). In S. May (Ed.), Encyclopedia of language and education. Heidelberg, Germany: Springer.
• Dockrill, H., Rahatzad J., & Phillion, J. (2015). Cultural competence. In D.L. Couchenour &K. Chrisman (Eds.). The Sage encyclopedia of contemporary early childhood education. Thousand Oakes, CA: Sage.
• Chan, E., Phillion, J. & He, M. F. (2015) Immigrant Students’ Experience as Curriculum. In M. F. He, Shultz, B. & Shubert, W. (Eds.) The SAGE Guide to Curriculum in Education.
• He, M. F., Phillion, J., Chan, E. & Xu, S. J. (2008). Immigrant students’ experience of curriculum (219-239). In F. M. Connelly, M. F. He, & J. Phillion (Eds.), Handbook of curriculum and instruction. Thousand Oaks, CA: Sage.
• Connelly, F. M., He, M. F., Phillion, J., & Schlein, C. (2008). Introduction: Planning the handbook: Practice, context and theory. (ix-xv). In F. M. Connelly, M. F. He, & J. Phillion (Eds.), Handbook of curriculum and instruction. Thousand Oaks, CA: Sage.
• Phillion, J. & He, M. F. (2007). Narrative inquiry in English language teaching (1003-1017). In J. Cummins & C. Davison (Eds.). The international handbook of English language teaching. (Vol. 2, Chapter 61). New York: Springer.

Refereed Book Chapters

• Sharma, S., & Phillion, J. (2018). Promoting multicultural awareness in preservice teachers through international field experiences: a multiple case study. In M. Fuchs, Y. Lousteau & Sarita, R. (Eds.). Study abroad: traditions, directions and Innovations. NY: Modern Language Association.
• Rahatzad, J., Dockrill, H., & Phillion, J. (2016). Preservice teachers’ learning about equity, equality, and social justice through a study abroad experience in Honduras: A postglobal perspective (p 15-31). In C. Schlein & B. Garii (Eds.), Critical and narrative intercultural teaching and learning reader. Charlotte, NC: Information Age.
• Dockrill, H., Rahatzad, J, & Phillion, J. (2015). The benefits and challenges of study abroad in teacher education in a neo-liberal context (290-305). In J. A. Rhodes &T. M. Milby, (eds.), Advancing teacher education through study abroad programs. Hershey, PA: IGI Global.
• Phillion, J., & Wang, Y. (2011). Multicultural and cross-cultural narrative inquiry; conversations between advisor and advisee (85-105). In Sheila Trahar (Ed.). Traveling in the borderlands: learning and teaching narrative inquiry. Amsterdam, Netherlands: John Benjamins.
• Phillion, J. (2010). Multicultural curriculum theory (590-591). In C. Kridel (Ed.), Encyclopedia of curriculum studies. Thousand Oaks, CA: Sage.
• Phillion, J., Wang, Y. & Lee, J. (2009). Minority students in Asia: Government policies, school practices and teacher responses (239-258). In G. Wiggan and D. K. Hutchison (Eds.), Global issues in education: Pedagogy, policy, school practices and the minority experience. University Press of America.
• Phillion, J., Malewski, E., Rodriguez, E., Shirley, V., Kulago, H., & Bulington, J. (2008). Promise and perils of study abroad: White privilege revival (365-382). In T. Huber (Ed.), Teaching and learning diversity: International perspectives on social justice and human rights. Greenwich, CT: Information Age.
• Phillion, J. (2008). Study abroad in teacher education: Preparing preservice teachers to work with diverse students in a globally interdependent world (132-145). In R. Milner, (Ed.), Possibilities of diversity: A guide for practitioners. Springfield, IL: Charles C. Thomas Publishers.
• Phillion, J. (2005). Narrative in teacher education. In P.C. Miller (Ed.), Teaching experiences: Narratives from the classroom (1-11). Thousand Oaks, CA: Sage.
• Phillion, J., He, M. F. & Connelly, F. M. (2005). The potential of narrative and experiential approaches in multicultural inquiries. In J. Phillion, M. F. He & M. Connelly (Eds.), Narrative and experience in multicultural education (1-14). Thousand Oaks, CA: Sage.
• Connelly, F. M., Phillion, J. & He, M. F. (2005). Narrative inquiry into multicultural life in an inner city community school. In J. Phillion, M. F. He & M. Connelly (Eds.), Narrative and experience in multicultural education (249-269). Thousand Oaks, CA: Sage.
• He, M. F., Phillion, J., & Beach, N. (1999). An ESL instructor’s story in a shifting landscape. In F. M. Connelly & D. J. Clandinin (Eds.), Shaping a professional identity (73-79). New York: Teachers College.
• Quan, S., Phillion, J., & He, M. F. (1999). Nancy’s conflicting stories of teaching in her professional knowledge landscape. In F. M. Connelly & D. J. Clandinin (Eds.), Shaping a professional identity (32-41). New York: Teachers College.

Non-Refereed Book Chapters

• Phillion, J. (2010). Confronting exclusion and racism. In Lake, R. (ed.) Dear Maxine: Letters from the Unfinished Conversation with Maxine Greene, 27-29. New York. Teachers College.
• Phillion, J. (1995). Asian students’ education in Canada. In K. A. McLeod (Ed.), Multicultural Education: The State of the Art National Study (116-128). Winnipeg, Manitoba: Canadian Association of Second

• EDCI 20500 — Exploring Teaching as a Career
• EDCI 58400 — Secondary School Curriculum
• EDCI 58500 — Multicultural Education
• EDCI 68400 — Seminar in Curriculum Studies