Marom, L. (2024). What I would like my instructor to know about me: A critical intercultural pedagogical activity. In T. Cappiali & J. Jean-Pierre (Eds.), Promoting inclusion and justice in university teaching: A transformative-emancipatory toolkit for educators (pp. 111–122). Edward Elgar Publishing. https://doi.org/10.4337/9781035323456.00016

Li, G. & Marom, L. (2024). Framing and practicing equity, diversity, inclusion, and decolonization (EDID) in inclusive education systems: Progress, tensions, and ways forward. In P. Downes, G. Li, L. Van Praag, & S. Lamb (Eds.), The Routledge international handbook of equity and inclusion in education (pp. 19–34). Routledge. https://doi.org/10.4324/9781003282921

Marom, L., & Kahlon, B. (2024). “They take the money from Karan and give it to Karen”: Education-migration and grassroots advocacy for Punjabi international students. In S. I. Rajan (Ed.), India Migration Report 2023 (pp. 69–98). Routledge. http://dx.doi.org/10.4324/9781003490234-4

Marom, L. (2023). “I wasn’t good enough through their eyes”: White dominance and conceptions of the “good teacher” in teacher education in Canada. In A. Sahlane & R. Pritchard (Eds.), English as an international language education: Critical intercultural literacy perspectives (pp. 105–122). Springer. https://doi.org/10.1007/978-3-031-34702-3_6

Marom, L. (2023). The subtle work of Whiteness in Canadian teacher education. In S. Krause, M. Proyer, & G. Kremsner (Eds.), The making of teachers in the age of migration: Critical perspectives on the politics of education for refugees, immigrants and minorities (1st ed., pp. 185–269). Bloomsbury Academic. https://www.bloomsbury.com/ca/making-of-teachers-in-the-age-of-migration-9781350244153/

Marom, L. (2022). Putting plagiarism under scrutiny: Punjabi international students and barriers within Canadian higher education. In C. Smith & G. Zhou (Eds.), Handbook of research on teaching strategies for culturally and linguistically diverse international students (pp. 168–187). IGI Global. https://www.igi-global.com/book/handbook-research-teaching-strategies-culturally/274536

Marom, L., Locher-Lo, C., Martin-Ko, A., Shank Lauwo, M., Sun, Z., & Yaro, K. (2021). Conclusion: Teaching and teacher education in an era of superdiversity: Challenges and opportunities. In G. Li, J. Anderson, J. Hare, & M. McTavish (Eds.), Superdiversity and teacher education: Supporting teachers in working with culturally, linguistically, and racially diverse students, families, and communities (1st ed., pp. 299–316). Routledge. https://doi.org/10.4324/9781003038887

Li, G., Marom, L., Anderson, J., Hare, J., & McTavish, M. (2021). Introduction: Superdiversity, emergent priorities, and teacher learning. In G. Li, J. Anderson, J. Hare, & M. McTavish (Eds.), Superdiversity and teacher education: Supporting teachers in working with culturally, linguistically, and racially diverse students, families, and communities (1st ed., pp. 1–16). Routledge. https://doi.org/10.4324/9781003038887

Marom, L. (2019). Whiteness and teacher education. In M. A. Peters (Ed.), Encyclopedia of teacher education (pp. 1–5). Springer. https://doi.org/10.1007/978-981-13-1179-6_199-1

Marom, L. (2017). Tensions and intersections of self and subject: A new-settler teaching an Aboriginal education course. In E. Lyle (Ed.), At the intersection of selves and subject: Exploring the curricular landscape of identity (pp. 19–29). Sense Publishers. https://link.springer.com/book/10.1007/978-94-6351-113-1

Marom, L., & Ilieva, R. (2016). Becoming the “good teacher”: Professional capital conversion of internationally educated teachers. In C. Schmidt & J. Schneider (Eds.), Diversifying the teaching force in transnational contexts: Critical perspectives (Vol. 3, pp. 15–27). Sense Publishers. https://brill.com/display/title/36879