Publications

Annamma, S. A. & Handy, G. T. & (2020). A contrapuntal analysis of justice. Educational Researcher. Online First. 1-10 https://doi.org/10.3102/0013189X20953838

Annamma, S.A., Handy, G.T., Miller, A., & Jackson, E. (2020). Animating discipline disparities through debilitating practices: Girls of Color & withholding in the classroom. Teachers College Record. 122 (5), 1-30. https://www-tcrecord-org.stanford.idm.oclc.org/library

Annamma, S. A. & Winn, M. (2019). Transforming our mission: Animating teacher education through intersectional justice. Theory Into Practice. 58 (4), 318-327. https://www.tandfonline.com/doi/full/10.1080/00405841.2019.1626618

Annamma, S. A. & Handy, G. T. (2019). DisCrit solidarity as curriculum studies and transformative praxis. Curriculum Inquiry. 49 (4), 442-463. https://www.tandfonline.com/doi/full/10.1080/03626784.2019.1665456

Annamma, S.A., Ferri, B. & Connor, D. (2018). Disability Critical Race Theory: Exploring the intersectional lineage, emergence, and potential futures of DisCrit in education. Review of Research in Education. 42 (1), 46–71. https://doi.org/10.3102/0091732X18759041

Annamma, S. A., & Morrison, D. (2018a). DisCrit Classroom Ecology:  Using praxis to dismantle dysfunctional education landscapes. Teaching and Teacher Education. 73,  70-80. https://doi.org/10.1016/j.tate.2018.03.008 

Annamma, S.A. (2018). Mapping consequential geographies in the carceral state: Education Journey Mapping as a qualitative method with girls of color with dis/abilities. Qualitative Inquiry. 24 (1), 20-34. https://doi.org/10.1177/1077800417728962

Annamma, S. A., & Morrison, D. (2018b). Identifying dysfunctional education landscapes: A DisCrit analysis of bias in the classroom. Equity & Excellence in Education. 51 (2), 114-131. https://doi.org/10.1080/10665684.2018.1496047

Annamma, S.A. (2017). Not enough: Critiques of Devos and expansive notions of Justice. International Journal of Qualitative Studies in Education. 30(10), 1047-1052. https://doi.org/10.1080/09518398.2017.1312608

 Annamma, S.A., Jackson, D. & Morrison, D.  (2017). Conceptualizing color-evasiveness: Using Dis/ability Critical Race Theory to expand a color-blind racial ideology in education and beyond. Race, Ethnicity and Education. 20 (2), 147-162. http://dx.doi.org/10.1080/13613324.2016.1248837

Annamma, S.A. (2016). Disrupting the carceral state through education journey mapping. International Journal of Qualitative Studies in Education, 29(9), 1-21. http://dx.doi.org/10.1080/09518398.2016.1214297

Annamma, S.A., Anyon, Y., Russell, N., Farrar, J., Greer, E., Downing, B., Simmons, J. (2016). Black girls and school discipline: The complexities of being  overrepresented and understudied. Urban Education. 54 ( 2), 211-242.  https://doi.org/10.1177/0042085916646610

Boardman, A. G., Klingner, J. K., Buckley, P., Annamma, S., & Lasser, C. J. (2015). The efficacy of Collaborative Strategic Reading in middle school science and social studies classes. Reading & Writing: An Interdisciplinary Journal. 28 (9), 1257–1283. http://dx.doi.org/10.1007/s11145-015-9570-3

Annamma, S.A. (2015). Innocence, ability and whiteness as property: Teacher education and the school-to-prison pipeline. Urban Review. 47 (2), 293–316. http://dx.doi.org/10.1007/s11256-014-0293-6

Annamma, S. A. (2014). Disabling juvenile justice: Engaging the stories of incarcerated  young women of color with disabilities. Remedial and Special Education, 35(5), 313-324. http://dx.doi.org/10.1177/0741932514526785

Annamma, S., Morrison, D. & Jackson, D. (2014). Disproportionality fills the gaps: Connections between achievement, discipline and special education in the school-to-prison pipeline. Berkley Review of Education. 5 (1), 53-87. http://escholarship.org/uc/item/0b13x3cp

Annamma, S., Connor, D. & Ferri, B. (2013). Dis/ability Critical Race Studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race, Ethnicity and  Education. 16 (1), 1-31. http://dx.doi.org/10.1080/13613324.2012.730511

 Annamma, S. (2013). Undocumented and under surveillance: A case study of an  undocumented Latina with a disability in juvenile justice. Association of Mexican American Educators Journal, 7(3), 32-41.  http://amaejournal.asu.edu/index.php/amae/article/view/144/122

 Annamma, S., Boelé, A., Moore, B., Klingner, J. (2013). Challenging the ideology of normal in schools. International Journal of Inclusive Education. 17 (12), 1278-1294, http://dx.doi.org/10.1080/13603116.2013.802379

Annamma, S. (2012). Gazing into the mirror: Reflections of racial identity transformation in transnational and transracial adoptees. Journal of Social Distress and the Homeless, (21) 3 & 4.

 Annamma, S., Eppolito, A. M., Klingner, J. K., Boelé, A., Boardman, A. G., Spisak-Stillman, S. (2011). Using collaborative strategic reading to foster success for all students in the middle school classroom. Voices From the Middle. 19 (2), 27-32.

Prichard, B., Annamma, S., Boelé, A., Klingner, J. (2010). Race, language, and ability: Deconstructing, reconstructing, and transcending borders of normal. Teachers College Record. ID Number: 16028.