Philip’s research focuses on how teachers make sense of power and hierarchy in classrooms, schools, and society. He is interested in how teachers act on their sense of agency as they navigate and ultimately transform classrooms and institutions toward more equitable, just, and democratic practices and outcomes. His most recent scholarship explores the possibilities and tensions that emerge with the use of digital learning technologies in the classroom, particularly discourses about the promises of these tools with respect to the significance or dispensability of teacher pedagogy.
Philip’s research has been recognized by the Spencer Midcareer Grant; the National Academy of Education/Spencer Postdoctoral Fellowship; the AERA Division G (Social Context of Education) Early Career Award; the AERA Division C (Learning & Instruction) Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies; and the National Association for Multicultural Education’s Research Award. His scholarship has been published in journals such as Harvard Educational Review; Cognition and Instruction; Journal of Teacher Education; and Teaching and Teacher Education.
Available at https://berkeley.academia.edu/ThomasPhilip
Peer-reviewed Journal Articles
Philip, T.M., Souto-Manning, M., Anderson, L., Horn, L., Carter Andrews, D., Stillman, J., & Varghese, M. (accepted). Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education.
Philip, T.M., Gupta, A., Turpen, C., & Elby, A. (2018). Why ideology matters for learning: A case of ideological convergence in an engineering ethics classroom discussion on drone warfare. Journal of the Learning Sciences, 27(2), 183-223.
Philip, T.M. & Azevedo, F. S. (2017). Everyday science learning and equity: Mapping the contested terrain. Science Education, 101(4), 526-532.
The Politics of Learning Writing Collective (Philip, T.M., Jurow, A. S., Vossoughi, S., Bang, M., & Zavala, M.). (2017). The learning sciences in a new era of U.S. nationalism. Cognition and Instruction, 35(2), 91-102.
Philip, T.M. (2017). Learning from mobile technology: Challenges, commitments, and quandaries. Communications of the ACM, 60(3), 34-36.
Philip, T.M., Rocha, J., and Olivares-Pasillas, M. C. (2017). Supporting teachers of color as they negotiate classroom pedagogies of race: A case study of a teacher’s struggle with “friendly-fire” racism. Teacher Education Quarterly, 44(1), 59-79.
Philip, T.M., Olivares-Pasillas, M. C., & Rocha, J. (2016). Becoming racially literate about data and data literate about race: A case of data visualizations in the classroom as a site of racial-ideological micro-contestations. Cognition and Instruction, 34(4), 361-388.
Philip, T.M., & Olivares-Pasillas, M.C. (2016). Learning technologies and educational equity: Charting alternatives to the troubling pattern of big promises with dismal results. Teachers College Record (Online Commentary). Retrieved from http://www.tcrecord.org/Content.asp?ContentID=21616.
Philip, T.M., Martinez, D. C., Lopez, E., & Garcia, A. (2016). Toward a teacher solidarity lens: Former teachers of color (re)envisioning educational research. Race Ethnicity and Education, 19(1), 182-199.
Philip, T.M. & Zavala, M. (2016). The possibilities of being “critical”: Discourses that limit options for educators of color. Urban Education, 51(6), 659-682.
Philip, T.M. & Garcia, A. D. (2015). Schooling mobile phones: Assumptions about proximal benefits, the challenges of shifting meanings, and the politics of teaching. Educational Policy, 29(4), 676-707.
Philip, T.M. (2014). Asian American as a political-racial identity: Implications for teacher education. Race Ethnicity and Education, 17(2), 219-241.
Philip, T.M. & Benin, S. (2014). Programs of teacher education as mediators of White teacher identity. Teaching Education, 25(1), 1-23
Philip, T.M. (2013). Articulating the purpose of a social foundations of education course through instructor self-interviews. Studying Teacher Education, 9(3), 203-218.
Philip, T.M., Schuler-Brown, S., & Way, W. (2013). A framework for learning about Big Data with mobile technologies for democratic participation: Possibilities, limitations, and unanticipated obstacles. Technology, Knowledge and Learning, 18(3), 103-120.
Philip, T.M. & Garcia, A. (2013). The importance of still teaching the iGeneration: New technologies and the centrality of pedagogy. Harvard Educational Review, 83(2), 300-319.
Philip, T.M., Way, W., Garcia, A.D., Schuler-Brown, S., & Navarro, O. (2013). When educators attempt to make “community” a part of classroom learning: The dangers of (mis)appropriating students’ communities into schools. Teaching and Teacher Education, 34, 174-183.
Philip, T.M. (2013). Experience as college student activists: A strength and liability for prospective teachers of color in urban schools. Urban Education, 48(1), 44-68.
Philip, T.M. (2012). Desegregation, the attack on public education, and the inadvertent critiques of social justice educators: Implications for teacher education. Teacher Education Quarterly, 39(2), 29-41.
Philip, T.M. (2011). Moving beyond our progressive lenses: Recognizing and building on the strengths of teachers of color. Journal of Teacher Education, 62(4), 356-366.
Philip, T.M. (2011). An “ideology in pieces” approach to studying change in teachers’ sense- making about race, racism and racial justice. Cognition and Instruction, 29(3), 297-329.
Philip, T.M. & Rubel, L. (accepted). Classrooms as laboratories of democracy: The role of new quantitative literacies for social transformation. In L. Tunstall, G. Karaali, & V.I. Piercey (Eds.), Shifting contexts, stable core: Advancing quantitative literacy in higher education. Washington, D.C.: Mathematical Association of America Press.
Philip, T. M., & Curammeng, E. R. (2015). New starting points: Becoming Asian Pacific Islander educators in a multiracial and multicultural society. In N. D. Hartlep & B. Porfilio (Eds.), Killing the model minority stereotype: Asian American counter-stories and complicity. Charlotte, NC: Information Age Publishing.
Philip, T.M., Bang, M., Jackson, K. (2018). Articulating the “how,” the “for what,” the “for whom,” and the “with whom” in concert: A call to broaden the benchmarks of our scholarship. Cognition and Instruction, 36(2).
Garcia, A. & Philip, T.M. (2018). Smoldering in the darkness: contextualizing learning, technology, and politics under the weight of ongoing fear and nationalism. Learning, Media & Technology
Presentations and Professional Experiences
Activities and Honors
- Spencer Midcareer Grant, 2015
- AERA Division G (Social Context of Education) Early Career Award, 2014
- AERA Division C (Learning & Instruction) Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies, 2014
- National Association for Multicultural Education: Carl A. Grant Multicultural Research Award, 2013
- National Academy of Education / Spencer Postdoctoral Fellowship, 2010
- National Science Foundation Graduate Research Fellowship, 2001
Specialization and Interests
- Teacher Education
- Learning as Political & Ethical
- Learning Sciences and Human Development
- Critical Studies of Race, Class, and Gender