JoAnn Phillion

• Ph.D. — Ontario Institute for Studies in Education, University of Toronto, Canada
• M.Ed. — Ontario Institute for Studies in Education, University of Toronto, Canada
• Teaching Certification — Simon Fraser University, B.C. Canada
• B.A. — McGill University, Quebec, Canada

• 2012 Visiting Professor City University of Hong Kong, Hong Kong, China
• 2009 Professor Curriculum and Instruction, Purdue University
• 2007 - 2010 Advisory Professor Hong Kong Institute of Education (HKIED), Hong Kong
• 2005 Visiting Scholar HKIED, Hong Kong
• 2004 - 2009 Associate Professor of Curriculum and Instruction, Purdue University
• 1999 - 2004 Assistant Professor Curriculum and Instruction, Purdue University
• 1998 - 2001 Visiting Professor Hong Kong Institute of Education (HKIED), Hong Kong

• International Advisory Board Member, Curriculum Perspectives (The Journal of the Australian Curriculum Studies Association)
• Editorial Board Member, Journal of Family Diversity in Education
• Advisory Review Board Member: International Journal of Instruction
• Professors of Curriculum (International curriculum organization)

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