Journal Articles
MacKenzie, M., Sensoy, Ö., Johnson, G. F., Sinclair, N., & Weldon, L. (2023). How universities gaslight EDI&I initiatives: Mapping institutional resistance to structural change. . 19(1). doi:10.22230/ijepl.2023v19n1a1303
Sensoy, Ö. & (2021). Dismantling spherical cows: Advancing social justice in STEM education. , 2(1), 1-29.
Cassidy, W., Sensoy, Ö., & Beck, K. (2020). . Journal of Global Citizenship and Equity Education, 7(1).
DiAngelo, R. & Sensoy, Ö. (2018). “But I’m shy!”: Classroom participation as a social justice issue. . https://doi.org/10.1515/mlt-2018-0002
Sensoy, Ö. & DiAngelo, R. (2017). “We are all for diversity, but . . .”: How faculty hiring committees reproduce whiteness and practical suggestions for how they can change. , 87(4), 557–580.
Sensoy, Ö. & (2016). Unpaving the road to hell: Disrupting good intentions and bad science about Islam and the Middle East. Educational Studies, 52(6), 506–520.
Sensoy, Ö. (2016). Angry Muslim men: Neo-orientalism and the pop culture curriculum [online]. , 7(16).
Sensoy, Ö. (2015). Acting on a framework for equity: What to do and how to do it. , Spring 2015, 12–14.
DiAngelo, R. & Sensoy, Ö. (2015). , 8(1), 7–11.
. & Sensoy, Ö. (2014). Calling in: Strategies for cultivating humility and critical thinking in anti-racism education. , 4(2), 191–203.
Sensoy, Ö. & (2014). “Respect differences”?: Challenging the common guidelines in social justice education. 22(2), Feature Article, Article 1.
& Sensoy, Ö. (2014). Leaning in: A student’s guide to engaging constructively with social justice content. , 11(1), (Article 2).
& Sensoy, Ö. (2014). Getting slammed: White depictions of interracial dialogues as arenas of violence. Race Ethnicity and Education, 17(1), 103–128.
O’Neill, D.K., Guloy, S. & Sensoy, Ö. (2014). Strengthening methods for assessing students’ metahistorical conceptions: Initial development of the Historical Account Differences survey. , 105(1), 1–14.
Sensoy, Ö. (2012). “Ball Licky-Licky!”: Pedagogical strategies for interrogating pop culture images. [Online] , 4(1), (Article 3).
Sensoy, Ö. (2012). Mad men of the Middle East go “Mwaaaaaaaahhrrrr!!!”: How popular culture teaches contempt for Middle Eastern men. , 21(4), 87-104.
Parhar, N. & Sensoy, Ö. (2011). Culturally relevant pedagogy redux: Teachers’ conceptions of their work and its challenges. , 34(2), 189–218.
Sensoy, Ö. (2011). . , 24(3), 323–342.
& Sensoy, Ö. (2011). . International Journal of Critical Pedagogy, 3(3), 71–88.
Sensoy, Ö., Sanghera, R., Parmar, G., Parhar, N., Nosyk, L., & Anderson, M. (2010). Moving beyond “dance, dress, and dining” in Multicultural Canada. , 12(1), (Online, Article 5).
DiAngelo, R. & Sensoy, Ö. (2010). “OK, I get it! Now tell me how to do it!”: Why we can’t just tell you how to do critical multicultural education. , 12(2), 97–102.
Sensoy, Ö. & Marshall, E. (2010). Missionary girl power: Saving the “Third World” one girl at a time. , 22(3), 295–311.
Sensoy, Ö. & Marshall, E. (2009/2010). Save the Muslim girls! , 24(2), 14–19.
*Selected for the PBS documentary (2012), Recommended Reading list
& Sensoy, Ö. (2009). Equity & Excellence in Education, 42(4), 443–455.
Marshall, E. & Sensoy, Ö. (2009). Discourse: Studies in the Cultural Politics of Education, 30(2), 151–164.
Sensoy, Ö. & (2009). Phi Delta Kappan, 90(5), 345–352.
Sensoy, Ö. (2008). TV Teacher: Is Little Mosque on the Prairie good for Canadian Muslims? , 12(2), 43–54.
Sensoy, Ö. (2007). Pedagogical strategies for disrupting gendered Orientalism: Mining the binary gap in teacher education. Journal of Intercultural Education, 18(4), 361–365.
& Sensoy, Ö. (2007). . , 11(1), 41–51.
Sensoy, Ö, & DiAngelo, R. (2006). Radical Pedagogy, 8(1), (Online, Article 4).