MacKenzie, M., Sensoy, Ö., Johnson, G. F., Sinclair, N., & Weldon, L. (2023). How universities gaslight EDI&I initiatives: Mapping institutional resistance to structural change. International Journal of Education Policy and Leadership. 19(1). doi:10.22230/ijepl.2023v19n1a1303

Sensoy, Ö. & Lenges, A. (2021). Dismantling spherical cows: Advancing social justice in STEM education. Rethinking Critical Pedagogy, 2(1), 1-29.

Cassidy, W., Sensoy, Ö., & Beck, K. (2020). From rhetoric to reality: Identifying teacher opportunities and barriers in educating for human rights. 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. Multicultural Learning and Teaching. 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. Harvard Educational Review, 87(4), 557–580.  

Sensoy, Ö. & Ali-Khan, C. (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]. Critical Education, 7(16).

Sensoy, Ö. (2015). Acting on a framework for equity: What to do and how to do it. Manitoba Association of School Superintendents Journal, Spring 2015, 12–14. 

DiAngelo, R. & Sensoy, Ö. (2015). Grade inflation: A social justice issue. Washington State Kappan: A Journal for Research, Leadership and Practice, 8(1), 7–11.

DiAngelo, R. & Sensoy, Ö. (2014). Calling in: Strategies for cultivating humility and critical thinking in anti-racism education. Understanding and Dismantling Privilege, 4(2), 191–203.

Sensoy, Ö. & DiAngelo, R. (2014). “Respect differences”?: Challenging the common guidelines in social justice education. Democracy & Education 22(2), Feature Article, Article 1.

DiAngelo, R. & Sensoy, Ö. (2014). Leaning in: A student’s guide to engaging constructively with social justice content. Radical Pedagogy, 11(1), (Article 2).

DiAngelo, R. & 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. The Social Studies, 105(1), 1–14.

Sensoy, Ö. (2012). “Ball Licky-Licky!”: Pedagogical strategies for interrogating pop culture images. [Online] Films for the Feminist Classroom, 4(1), (Article 3).

Sensoy, Ö. (2012). Mad men of the Middle East go “Mwaaaaaaaahhrrrr!!!”: How popular culture teaches contempt for Middle Eastern men. Our Schools Our Selves, 21(4), 87-104.

Parhar, N. & Sensoy, Ö. (2011). Culturally relevant pedagogy redux: Teachers’ conceptions of their work and its challenges. Canadian Journal of Education, 34(2), 189–218.

Sensoy, Ö. (2011). Picturing oppression: Seventh graders’ photo essays on racism, classism, and sexism. International Journal of Qualitative Studies in Education, 24(3), 323–342.

Stonebanks, C.D. & Sensoy, Ö. (2011). Schooling identity: Constructing knowledge about Islam, Muslims, and people of the Middle East in Canadian schools. 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. International Journal of Multicultural Education, 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. Multicultural Perspectives, 12(2), 97–102.

Sensoy, Ö. & Marshall, E. (2010). Missionary girl power: Saving the “Third World” one girl at a time. Gender and Education, 22(3), 295–311.

Sensoy, Ö. & Marshall, E. (2009/2010). Save the Muslim girls! Rethinking Schools, 24(2), 14–19.
*Selected for the PBS documentary The Light in Her Eyes (2012), Recommended Reading list

DiAngelo, R. & Sensoy, Ö. (2009). We don’t want your opinion: Knowledge construction and the discourse of opinion in the equity classroom. Equity & Excellence in Education, 42(4), 443–455.

Marshall, E. & Sensoy, Ö. (2009). The same old hocus pocus: Pedagogies of gender and sexuality in Shrek 2.Discourse: Studies in the Cultural Politics of Education, 30(2), 151–164.

Sensoy, Ö. & DiAngelo, R. (2009). Developing social justice literacy: An open letter to our faculty colleagues. Phi Delta Kappan, 90(5), 345–352.

Sensoy, Ö. (2008). TV Teacher: Is Little Mosque on the Prairie good for Canadian Muslims? Taboo: A Journal of Education and Culture, 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.

Stonebanks, C.D. & Sensoy, Ö. (2007). Did we miss the joke, again? The cultural learnings of two Middle East professors for make benefit insights on the glorious West. Taboo: A Journal of Education and Culture, 11(1), 41–51.

Sensoy, Ö, & DiAngelo, R. (2006). “I wouldn’t want to be a woman in the Middle East”: White female narratives of Muslim oppression. Radical Pedagogy, 8(1), (Online, Article 4).