Collected Volume
Sharma, M., Allen, A., & Ibrahim, A. (Eds.). (2021).
Disruptive Learning Narrative Framework: Analyzing Race, Power, and Privilege in Post-Secondary International Service Learning Experiences.
Bloomsbury Publishing.
Co-Authored Book
Sharma, M., & Zbacnik, A. (Eds.). (2020).
Educators for diverse classrooms: A case study approach to equity and inclusion in education.
Rowman and Littlefield Publishing.
Special Issues in Journal
Sharma, M. (Contributor to Special Issue: Action Research and The Neoliberal Agenda) (2020).
Masquerade of neoliberal concepts revealed: Self-regulation skills in Ontario’s full-day kindergarten program, in Canadian Journal of Action Research, 21(1), 87-101.
Sharma, M. (Co-Guest Editor). (2018).
Neoliberalism in Teacher Education Special Issue, Alberta Journal of Educational Research.
Peer-Reviewed Articles
Nguyen, T. & Sharma, M. (In preparation).
Calling for Equitable Access to Canadian Labour Market: The challenges of international graduate students in Canada. Journal of International Migration and Integration.
Sharma, M. (Under review).
Hearing Canadian Secondary School Student Voices: Discrimination and Inequity in Six Canadian Social Justice-based Exemplary Urban Schools. Urban Learning, Teaching and Research Journal.
Haydock, W. & Sharma M. (Under Review).
Exploring Asynchronous Open Learning Programs at a British Columbia University: A Case Study of Ten Students with Exceptionalities. Journal of Research in Special Education Needs.
Sharma, M. & Shannon-Baker, P. (2023).
Non-Indigenous Instructors Teaching about Indigenous Content: Reflections and Recommendations from Indigenous Ways of Knowing and Pedagogy. International Journal for the Scholarship of Teaching & Learning 17(2).
St. Louis, A. & Sharma, M. (2023).
Understanding Gender Disproportion and Influences on Female Subject Choice: Examining Health and Physical Education in a British Columbia High School. Sport, Education, and Society Journal.
Sharma, M. (2022).
Critically Analyzing ACT 31: A Non-Indigenous Instructor’s Teaching Reflections on an Online American Indian Course for Wisconsin Teachers. Indigenous Policy Journal, 33(2).
Sharma, M. (Accepted, 2022).
Endemic Racism in Trump’s America: A Racialized Female Faculty Member’s Experience. Studying Teacher Education.
Sharma, M. (2020).
Masquerade of neoliberal concepts revealed: Self-regulation skills in Ontario’s full-day kindergarten program, in Canadian Journal of Action Research, 21(1), 87-101.
Sharma, M., & Sanford, K. (2018).
Introduction. Alberta Journal of Educational Research, Vol. 64.4, 341-345.
Yosef-Hassidim, D., & Sharma, M. (2018).
Neoliberalism in websites of public Canadian and American university-based schools of Education and teacher education programs. Alberta Journal of Educational Research, 64 (4), 411–440.
Sharma, M., & Cobb, C. (2018).
Exploring co-teaching with a social justice perspective. Journal on Excellence in College Teaching, 29 (1), 153–176.
Sharma, M. (2016).
Seeping deficit thinking assumptions maintain the neoliberal education agenda: Exploring three conceptual frameworks of deficit thinking in inner-city schools. Education and Urban Society, 50 (2), 136–154.
Sharma, M. (2016).
Essential and insightful narratives from teacher candidates: Challenges with an equity initiative in teacher education. Teacher Learning and Professional Development, 1 (2), 117–129.
Cobb, C., & Sharma, M. (2015).
I’ve got you covered: Adventures in social justice-informed co-teaching. Journal of the Scholarship of Teaching and Learning, 15 (2), 41–57.
Sharma, M. (2015).
Challenging deficit dispositions: A Canadian equity-based teacher education initiative. Literacy Information and Computer Education Journal, 6 (1), 1816–1820.
Sharma, M., & Portelli, J. (2014).
Uprooting and settling in The invisible strength of deficit thinking. Learning Landscapes Journal, 8 (1), 251–267.
Peer-Reviewed Chapters in Books
Sharma, M. (Accepted, 2023).
A Case Study on Four British Columbia High School Administrators: Social Justice in an Urban and Rural School. In M. Ellul and G. Dei (Eds.), Festschrift
John P. Portelli.
Sharma, M. (2022).
A racialized Canadian professor’s self-study: Teaching about multiculturalism during the Trump era. In J. Kitchen, L. M. Fitzgerald & D. Tidwell (Eds.), Self-study and diversity III: Inclusivity and diversity in teacher education (pp. 186-209).
Brill.
Sharma, M, Allen, A & Ibrahim, A (2021).
Disruptive Learning Narrative Framework: Understanding Intense and Uncomfortable International Experiences. In M. Sharma, A. Allen & A. Ibrahim (Eds.), Disruptive Learning Narrative Framework: Analyzing Race, Power, and Privilege in Post-Secondary International Service Learning (pp. 9-34).
Bloomsbury Publishing.
Sharma, M. (2021).
Introduction. In M. Sharma, A. Allen & A. Ibrahim (Eds.), Disruptive Learning Narrative Framework: Analyzing Race, Power, and Privilege in Post-Secondary International Service Learning (pp. 1-8).
Bloomsbury Publishing.
Sharma, M. (2021).
Conclusion. In M. Sharma, A. Allen & A. Ibrahim (Eds.), Disruptive Learning Narrative Framework: Analyzing Race, Power, and Privilege in Post-Secondary International Service Learning (pp.199-202).
Bloomsbury Publishing.
Sharma, M. (2020).
Are we there yet? Understanding the meaning of tenure. In T. Sibbald & V. Handford (Eds.), Beyond the academic gateway: Looking back on the tenure-track journey (pp. 11-29).
The University of Ottawa Press.
Sharma, M. (2020).
Challenges to equity-based teacher education initiatives: Practicum dilemmas of teacher candidates. In K. Clausen & G. Black (Eds.), The future of action research in education: A Canadian perspective (pp. 288-304).
McGill-Queens Press.
Sharma, M. (2018).
Shades of grey: In-between assimilating, interjecting, and re-inventing culturally relevant and responsive pedagogy: Exploring a teacher education initiative. In S. E. Singer & M. J. Harkins (Eds.), Educators on Diversity, Social Justice, and Schooling: A Reader (pp. 58-76).
Canadian Scholars’ Press.
Kitchen, J., & Sharma, M. (2017).
A welcome change: Brock University embraces teacher education reform. In D. Petrarca & J. Kitchen (Eds.), Initial teacher education in Ontario: The first year of four-semester teacher education programs (pp. 71-88).
Canadian Association for Teacher Education.
Sharma, M., & Cobb, C. (2017).
A dynamic duet: Fluid mentorship and holistic co-teaching. In T. M. Sibbald & V. Handford (Eds.), The academic gateway: Understanding the journey to tenure (pp. 111-125).
The University of Ottawa Press.
Sharma, M. (2014).
A delicate and strong sticky cobweb: The complex interconnectedness of teacher identity and culturally responsive and relevant pedagogy. In L. Thomas (Ed.), Becoming a teacher: Sites for teacher development in Canadian teacher education (pp. 416-441).
Canadian Association for Teacher Education.
Book Reviews
Sharma, M. (2018, December 6).
Book review: Studying the effectiveness of teacher education, by D. Mayer et al. Teachers College Record, 1-3.
Sharma, M. (2018, September 8).
Book review: A good time for the truth: race in Minnesota, by S. Y. Shin et al. Discourse: Studies in the Cultural Politics of Education, 1-5.
Other Works
Conference Proceedings
Sharma, M. (2014). Challenging Deficit Dispositions: An Innovative and Collaborative Equity-Based Teacher Education Initiative. Proceedings of London International Conference on Education, 402-404.
Website Content
Sharma, M. (2020, Sept. 16). Candian Association for Action Research’s role in promoting research with marginalized communities. Community-Based Research Canada.
Sharma, M. (2020, August 7). Review of the textbook, Creating Online Learning Experiences, by Matt Crosslin. BC Campus Open Education.