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Affiliated Faculty

Josephine H. Pham
  • Pronouns she, her, her, hers, herself
  • Title
    • Assistant Professor of Critical Studies in Education
  • Division Social Sciences Division
  • Department
    • Education Department
  • Affiliations Critical Race and Ethnic Studies
  • Phone
    831-502-0106
  • Email
  • Office Location
    • McHenry Library, 3163
  • Mail Stop Education Department

Summary of Expertise

Antiracist Pedagogy; Co-Design Research; Critical Race Video Ethnography; Embodiment; Micro-Interactional Analysis of Social Reproduction & Social Transformation; Multimodal Methodology; Race, Racialization, Racial Literacy; Teachers of Color; Teacher Learning & Teacher Education

Research Interests

Born and raised in the Bay Area, Dr. Josephine H. Pham served as a K-12 teacher in her own communities, as a teacher educator in Los Angeles and Orange County, CA communities, and as an assistant professor at CSU Fullerton before joining UCSC. Her scholarship aims to illuminate how educational justice and social movements are historically and contemporarily made possible by the seemingly mundane and imaginatory practices of teachers of Color. Drawing upon critical social theories of race and methodological tools from literacy, learning sciences, and educational anthropology, Pham's interdisciplinary research blends counternarratives, video ethnography, and the arts to examine the orchestrated, improvisational, taken-for-granted nature of antiracist pedagogies through which racially just futures are expanded in everyday life. Her research is comprised of two major strands of inquiry:

  1. How do K-12 teachers of Color navigate issues of politics and power with and for marginalized communities to transform institutions as more equitable and just places?
  2. How can community-engaged and praxis-oriented approaches to co-design research advance equity, justice, and holistic wellness in the interests of racially marginalized groups?

Biography, Education and Training

Ph.D. Education, University of California, Los Angeles  

M.A. Education, California teaching credential in secondary English, Stanford University

B.A. English Education, concentration in Child & Adolescent Development, San Jose State University

Honors, Awards and Grants

Research Development Award, National Academy of Education / Spencer Foundation, 2023

 

Hellman Fellowship, UCSC, 2023-2024

 

Sprout Grants Faculty Fellowship, UCSC Institute for Social Transformation, 2022

 

Cultivating New Voices (CNV) among Scholars of Color Fellowship, Research Foundation of the National Council of Teachers of English (NCTE), 2020-2022

 

Concha Delgado Gaitán Early Career Presidential Fellowship, Council of Anthropolology in Education (CAE) of the American Anthropological Association (AAA), 2020

 

Curriculum Inquiry Writing Fellowship, Curriculum Inquiry Journal, 2020

 

Outstanding Dissertation Award, American Educational Research Association (AERA) Division K: Teaching and Teacher Education, 2020

 

Outstanding Dissertation Award, UCLA School of Education & Information Studies, 2019

Selected Publications

  • Pham, J.H., Vita, K., & Nyachae, T.M. (2024). Pedagogies of collective intersectional care: Witnessing the spiritual and affective rigor of carework within daily classroom life. Special themed issue in Race Ethnicity and Education. Advanced online publication. https://doi.org/10.1080/13613324.2024.2324237

 

  • Nyachae, T.M. & Pham, J.H. (2024). Educating with collective intersectional care: Attending to, embodying, and enacting women of color feminisms in learning spaces. In P.A. Schutz and K. Muris (Eds.) Handbook of Educational Psychology (4th ed.) (pp. 458-479). Routledge. 

 

  • Lee, D. & Pham, J.H. (2022). Ethnic studies in teacher education: A transformative programmatic approach to centering the experiences of teacher candidates of color. In C.D. Gist and T.J. Bristol (Eds.) Handbook of Research on Teachers of Color and Indigenous Teachers (pp. 215-232). Washington, D.C.: American Educational Research Association. 

 

  • Pour-Khorshid, F., Navarro, O., Nyachae, T., & Pham, J.H. (2022). Engaging intersectional praxes: A catalyst for collective vulnerability and liberatory learning. In C.D. Gist and T.J. Bristol (Eds.) Handbook of Research on Teachers of Color and Indigenous Teachers (pp. 601-617). Washington, D.C.: American Educational Research Association.

 

  • Pham, J.H. (2022). Racial micropolitical literacy: Examining the sociopolitical realities of teachers of color co-constructing student transformational resistance. Curriculum Inquiry, 52(5)-518-543. https://doi.org/10.1080/03626784.2022.2042162

 

  • Philip, T.M., Pham, J.H., Scott, M., & Cortéz, A. (2022). Intentionally addressing nested systems of power in schooling through teacher solidarity co-design. Cognition & Instruction, 40(1), 55-76. https://doi.org/10.1080/07370008.2021.2010208 

 

 

  • Pham, J.H. (2022). Teacher leadership for love, solidarity, and justice: The invisibilized and contested practices of teacher leaders of color. Journal of Teacher Education, 73(1), 81-96. https://doi.org/10.1177/00224871211051990  

 

  • Pham, J.H. & Philip, T.M.(2021). Shifting education reform towards anti-racist and intersectional visions of justice: A study of pedagogies of organizing by a teacher of color. Journal of Learning Sciences, 30(1), 27-51. https://doi.org/10.1080/10508406.2020.1768098 

 

 

  • Pham, J.H. (2018). New programmatic possibilities: (Re)positioning teachers of color as experts in their own learning. Teacher Education Quarterly, 45(4), 51-71.