Marom, L., & Xu, H. (2025). “I had to prove myself a hundred times more than the other teachers”: The experiences of internationally educated teachers in the Canadian school system. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2025.105196

Marom, L. (2025). “I don’t see the light at the end of the tunnel”: Hiring and employment of internationally educated teachers in Canada. Globalisation, Societies and Education. https://doi.org/10.1080/14767724.2025.2536297

Marom, L., & Switzer, A. (2025). Misunderstood, overlooked, and marginalized: The construction of Jews and antisemitism in EDI policies and plans in Canadian higher education. Canadian Journal of Higher Education, 55(2), 37–58. https://doi.org/10.47678/cjhe.v55i2.190745

Marom, L., & McNeney, A. (2025). Going against the institutional grain: The identity development of disabled students in higher education. Journal of Disability Studies in Education, 1–28. http://dx.doi.org/10.1163/25888803-bja10035

Marom, L., & Hardwick, J. (2025). From access to inclusion: A call for a cultural shift in higher education. Higher Education, 89, 513–534. http://dx.doi.org/10.1007/s10734-024-01233-x

Marom, L., & McNeney, A. (2024). Common misconceptions of disabled students: The construction of ableism in higher education. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000615

Marom, L. (2023). Resistance, performativity, and fragmentation: The relational arena of EDI/D in Canadian higher education. Canadian Journal of Education/Revue Canadienne de l’éducation, 46(4), 1083–1114. https://doi.org/10.53967/cje-rce.6071

Marom, L. (2022). Outsiders-insiders-in between: Punjabi international students in Canada navigating identity amid intraethnic tensions. Globalisation, Societies and Education, 20(2), 221–235. https://doi.org/10.1080/14767724.2021.1882291

Marom, L. (2023). Market mechanisms’ distortions of higher education: Punjabi international students in Canada. Higher Education, 85, 123–140. https://doi.org/10.1007/s10734-022-00825-9

Marom, L. (2020). [Not] speaking truth to power: Ethical dilemmas of teacher candidates during practicum. Teaching and Teacher Education, 89, 1–9. https://doi.org/10.1016/j.tate.2019.103002

Marom, L. (2019). From experienced teachers to newcomers to the profession: The capital conversion of internationally educated teachers in Canada. Teaching and Teacher Education, 78, 85–96. https://doi.org/10.1016/j.tate.2018.11.006

Marom, L. (2019). Under the cloak of professionalism: Covert racism in teacher education. Race Ethnicity and Education, 22(3), 319–337. https://doi.org/10.1080/13613324.2018.1468748

Marom, L., & Rattray, C. (2019). On the land gathering: Education for reconciliation. Critical Studies in Education, 63(1), 114–130. https://doi.org/10.1080/17508487.2019.1611613

Marom, L. (2018). Eastern/Western conceptions of the “Good Teacher” and the construction of difference in teacher education. Asia-Pacific Journal of Teacher Education, 46(2), 167–182. https://doi.org/10.1080/1359866X.2017.1399982

Marom, L., & Ruitenberg, C. W. (2018). Professionalism discourses and neoliberalism in teacher education. Alberta Journal of Educational Research, 64(4), 364–377. https://doi.org/10.11575/ajer.v64i4.56413

Marom, L. (2017). Mapping the field: Examining the recertification of internationally educated teachers. Canadian Journal of Education, 40(3), 157–190. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/2475

Marom, L. (2017). “We have to be really careful with what we say”: Critical discourses across difference in pre-service teacher education. Review of Education, Pedagogy, and Cultural Studies, 39(2), 161–189. https://doi.org/10.1080/10714413.2017.1296280

Marom, L. (2016). A new immigrant experience of navigating multiculturalism and Indigenous content in teacher education. Canadian Journal of Higher Education, 46(4), 23–40. https://doi.org/10.47678/cjhe.v46i4.186108

Marom, L. (2015). Contradicting trajectories of diversity and exclusion in policies related to internationally educated teachers in British Columbia. The International Journal of Interdisciplinary Civic and Political Studies, 10(2), 1–12. https://doi.org/10.18848/2327-0071/CGP/v10i02/53103

Marom, L. (2007). On guilt and atonement: The Action Reconciliation organization and its activity in Israel. Yad Vashem Studies, 35(2), 187–220.