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(link is external).
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.
Book Chapters
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
Editorials
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
