Menna, L., Dharamshi, P. & Kosnik, C. (2022). How teacher educators’ lived experiences affect teaching for social justice. The Teacher Educator, 57(4), 409-430.

Kosnik, C., Menna, L., & Dharamshi, P. (2022) Displaced academics: Intended and unintended consequences of the politicization of teacher education. European Journal of Teacher Education, 44(1), 127-149.

Kosnik, C., Menna, L., & Dharamshi, P. (2021). We thought we knew the landscape of literacy teacher education: Ten surprises from our research. Research in Teacher Education, 11(1), 59-63.

Baroud, J., & Dharamshi, P. (2020). A Collaborative Self Study of Critical Digital Pedagogies in Teacher Education. Studying Teacher Education, 16(2), 164-182.

Menna, L, Kosnik, C., & Dharamshi, P. (2020). Literacy teacher educators creating space for children’s literature. Education Sciences, 10(10), 288-302.

Dharamshi, P. (2019). “This is far more complex than I could have imagined”: Exploring student teacher’s perceptions of literacy and Indigeneity. Forum for International Research in Education, 5(2), 28-46.

Dharamshi, P. (2019). “I remember being aware of how I was being positioned by my school”: How early experiences with deficit views of education influence the practices of literacy teacher educators. Teaching and Teacher Education, 77, 90-99.

Dharamshi, P. (2018). “Seeing the everyday through new lenses”: Pedagogies and practices of literacy teacher educators with a critical stance. Teacher Education Quarterly, 44(1), 7-29. 

Kosnik, C., Menna, L., Dharamshi, P., & Beck, C. (2018). Constructivism as a framework for literacy teacher education courses: Case studies of six literacy teacher educators. European Journal of Teacher Education, 41(1), 105-119.

Kosnik, C., Menna, L. Dharamshi, P. (2017). So how do you teach literacy in teacher education?: Literacy/English teacher educators’ goals and pedagogies. Australian Journal of  Language and Literacy, 40(1), 59-71.

Kosnik, C. Dharamshi, P., Menna, L. (2016). We thought we knew the landscape of literacy teacher education: 10 surprises found through our research. Research in Teacher Education, 6(2), 39-43.

Kosnik, C., Menna, L., Dharamshi, P., Miyata, C., Cleovoulou, Y., & Beck, C. (2015). Four spheres of knowledge required: An international study of the professional development of literacy/English teacher educators. Journal of Education for Teaching, 41(1), 52-77.

Kosnik, C., Dharamshi, P., Miyata, C., & Cleovoulou, Y. (2013). Beyond initial transition: An international examination of the complex work of experienced literacy/English teacher educators. English in Education, 31(2), 41-62.

Kosnik, C., Menna, L., Dharamshi, P., Miyata, C., & Beck, C. (2013). A foot in many camps: Literacy teacher educators acquiring knowledge across many realms and juggling multiple identities. Journal of Education for Teaching, 39(5), 523-540.