Peer-Reviewed Journal Articles
Dharamshi, P. (in press). “Seeing the everyday through new lenses”: Pedagogies and practices of literacy teacher educators with a critical stance. Teacher Education Quarterly, 44(1), 7-29.
Dharamshi, P. (revised and re-submitted). “I remember being aware of how I was being positioned by my school”: How early experiences with deficit views of education influence the practices of literacy teacher educators. Teaching and Teacher Education.
Kosnik, C., Menna, L., Dharamshi, P., & Beck, C. (2017). Constructivism as a framework for literacy teacher education courses: Case studies of six literacy teacher educators. European Journal of Teacher Education, 1-15.
Kosnik, C., Menna, L. Dharamshi, P. (2017). So how do you teach literacy in teacher education?: Literacy/English teacher educators’ goals and pedagogies. Australian Journal of Language and Literacy, 40(1), 59-71.
Kosnik, C. Dharamshi, P., Menna, L. (2016). We thought we knew the landscape of literacy teacher education: 10 surprises found through our research. Research in Teacher Education, 6(2), 39-43.
Dharamshi, P. (2015). Creating and trying on new discourses: Exploring the pedagogical practices of literacy teacher educators with a critical stance. (Becoming Teacher Educators (BTE) professional development group meeting, Toronto.)
Dharamshi, P. (2013). Developing the ‘attitude’: The backgrounds, experiences, and views of critical literacy teacher educators. (Centre for Media and Culture in Education, Toronto).
Dharamshi, P. & Raza, A. (2013). A (Canadian) story worth telling. Panelist for Dusty but Mighty: Using Radio in Critical Media Literacy, CIUT 89.5 FM Radio.