About

The provided page text does not contain specific biographical information, research focus, background, or key contributions of Professor Josephine H Pham. It primarily describes the structure and offerings of the Education Department within the Social Sciences Division, including information about faculty, staff, students, and programs, but does not include detailed individual biographies.

Research topics

• Sociology
• Political Science
• Pedagogy
• Computer Science
• Gender studies
• Law
• Psychology
• Mathematics education
• Epistemology
• Public relations

Selected publications

• Intentionally Addressing Nested Systems of Power in Schooling through Teacher Solidarity Co-Design

  2025-09-11

  book-chapter

  Teacher solidarity co-design is a special case of participatory design research that emphasizes the unique power dynamics of partnering with teachers who are multiply positioned in schooling, educational policy and research, and society. Through contrastive case analysis of four instrumental cases, five principles that characterize teacher solidarity co-design emerged. Collectively, the cases traverse the professional life-course of teachers in a variety of contexts but foreground co-learning and relationality between teachers and researchers in their efforts to create transformational change in schools. Additionally, the analysis of the cases centers our own experiences and insights as former teachers who are currently educational researchers. The principles account for the complex and nested systems of power that teachers occupy within efforts that seek to transform schools into more equitable and just spaces.

  PublisherDOI

• “I’ll Walk Out if You Walk Out”: A Comic on How Students of Color Utilize Racial Micropolitical Literacy in Their Everyday Lives

  Occasional Paper Series · 2025-04-14

  articleOpen access1st authorCorresponding

  Advocating for an expansive view of Youth Participatory Action Research that considers everyday practices in mundane life as essential for building just and thriving futures, the authors co-created a comic to illustrate the inventive ways youth of color co-create educational possibilities for racially just futures in everyday classroom life. Framed through a racial micropolitical literacy framework and based on a real-life narrative, their scholarship in comic form invites youth, practitioners, and scholars to re-frame and re-present learning, teaching, studying, and living educational justice in renewed ways. Specifically, the authors highlight the ingenious practices of youth of color who are already engaging in alternative inquiries and solutions for a racially just and harm-free world, which can expand collective actions and imaginations for social transformation.

  PublisherOA PDFDOI

• “Things We’ve Known Even Before Having the Words to Explain”: Critical Affective Pedagogies of Teachers of Color

  2025-01-01

  article1st authorCorresponding
  PublisherDOI

• Critical Multimodal Witnessing: A Methodological Approach for Capturing the Dynamics of Teacher of Color Pedagogical Decision-Making for K-12 Ethnic Studies

  2024-01-01

  article1st authorCorresponding
  PublisherDOI

• Pedagogies of collective intersectional care: witnessing the spiritual and affective rigor of carework within daily classroom life

  Race Ethnicity and Education · 2024-03-06 · 1 citations

  article1st authorCorresponding

  In this article, we build upon the ethics of collective intersectional care (Nyachae & Pham 2024), a concept central to Women of Color feminisms to emphasize the pedagogical rigors of carework in K-12 classrooms. Drawing from a yearlong video ethnography of the racial literacy practices of teachers of Color, we analyze a case study of a Black woman teacher's (Author 2) pedagogies of collective intersectional care within day-to-day classroom life, illuminating the spiritual and affective dimensions of how she co-created a 'Black sense of home' that fortified and (re)centered the lived realities and full personhoods of Black and Brown students despite ‒ and in spite ‒ of racially violent institutions. Contributing to critical affective studies and racial literacy teacher education, we discuss the significance of how mutual embodiments of care are interwoven with co-creating, witnessing, and replenishing racially just learning spaces.

  PublisherDOI

• Racial Justice Learning: Pedagogies of Witnessing

  Proceedings. · 2024-06-10 · 2 citations

  articleSenior author
  PublisherDOI

• Educating With Collective Intersectional Care

  2023-09-12 · 3 citations

  book-chapterSenior author

  There is growing agreement among educators about the need to move toward more democratic, just, and equitable approaches to building positive classroom communities and learning environments. Yet, there is less clarity about how, toward what, and for/with whom these learning spaces are fostered within schools imbued in and reflective of broader societal contexts. This chapter discusses how racism embedded in teaching and the teaching profession reifies white supremacist, colonial, capitalist, and cisheteropatriarchal normativity in schooling contexts. It considers the power of Women of Color (WOC) feminisms as an alternative theoretical, ontological, and pedagogical approach in conversation with equity-centered frameworks for realizing and co-creating collective and radical learning spaces. To elucidate how WOC feminisms advance racially just and healing learning spaces within schooling contexts, the chapter offers the concept of collective intersectional care, defined as practices that nourish the knowledges, life pathways, full personhoods, and collective wellness of multiply marginalized students and communities.

  PublisherDOI

• Racial micropolitical literacy: Examining the sociopolitical realities of teachers of color co-constructing student transformational resistance

  Curriculum Inquiry · 2022-03-04 · 7 citations

  article1st authorCorresponding

  In connection with the historical legacy and imaginations of youth of Color advocating for more just and equitable futures, I consider the complex political terrain through which teachers of Color cultivate students’ agency for social change within the narrow confines of schooling institutions. In this article, I conceptualize racial micropolitical literacy to analyze how teachers identify context-specific reproductions of whiteness and interlocking systems of oppression while learning to politically confront, navigate, and transform race and power through daily, embodied, and interactional practices. Through video recordings, ethnographic field notes, and interview data, I apply this framework to document the day-to-day practices of an Asian American teacher co-constructing student transformational resistance within a southeast Los Angeles, California public middle school. My analysis reveals that the teacher: (1) used critical artifacts to reconstruct carceral conditions of schooling into communal learning spaces of solidarity and activism, (2) engaged students in everyday dialogue about racism, power, and just possibilities, and (3) subverted scripted curricula by drawing on students and his own counternarratives as resources for sociopolitical learning. These practices were improvisationally leveraged on the day of a US national student-led walkout to expand multiple opportunities for politically marginalized Latinx students to organize collective action against gun violence. Offering a more intergenerational and intersectional lens of resistance and social change, I provide implications for eradicating oppressive schooling conditions that constrain the potential of students and teachers of Color as movement-makers and civic leaders in daily classroom life.

  PublisherDOI

• Intentionally Addressing Nested Systems of Power in Schooling through Teacher Solidarity Co-Design

  Cognition and Instruction · 2022 · 33 citations

  • Sociology
  • Political Science
  • Pedagogy

  Teacher solidarity co-design is a special case of participatory design research that emphasizes the unique power dynamics of partnering with teachers who are multiply positioned in schooling, educational policy and research, and society. Through contrastive case analysis of four instrumental cases, five principles that characterize teacher solidarity co-design emerged. Collectively, the cases traverse the professional life-course of teachers in a variety of contexts but foreground co-learning and relationality between teachers and researchers in their efforts to create transformational change in schools. Additionally, the analysis of the cases centers our own experiences and insights as former teachers who are currently educational researchers. The principles account for the complex and nested systems of power that teachers occupy within efforts that seek to transform schools into more equitable and just spaces.

  PublisherDOI

• Ethnic Studies in Teacher Education:

  2022-10-02 · 1 citations

  book-chapterSenior author
  PublisherDOI

Frequent coauthors

• Tiffany M. Nyachae

  Pennsylvania State University

  3 shared

• Joe Curnow

  University of Manitoba

  2 shared

• Thomas M. Philip

  University of California, Berkeley

  2 shared

• Mallika Scott

  2 shared

• N.A. Meixi

  University of Minnesota System

  2 shared

• Arturo Cortez

  University of Colorado System

  2 shared

• Talia Leibovitz

  1 shared

• Thomas Philip

  1 shared

Awards & honors

• National Academy of Education / Spencer Foundation Postdocto…
• Research Development Award, National Academy of Education /…
• Hellman Fellowship, UCSC (2023-2024)
• Sprout Grants Faculty Fellowship, UCSC Institute for Social…
• Cultivating New Voices (CNV) among Scholars of Color Fellows…