Faculty

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. 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 micro-interactional processes of social reproduction and social transformation in in/formal educational contexts. Her program of research explores three interrelated stands of inquiry, which include: (1) the pedagogical and leadership practices of justice-centered teachers of color, (2) antiracist teacher education and professional development, and (3) co-design approaches to research that are attuned with the daily livelihood, wellness, and aspirations of communities of color and other 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

National Academy of Education / Spencer Foundation Postdoctoral Fellowship, 2024

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. 

• Pham, J.H. (2024). Orchestrating critical race talk towards institutional change. Journal of Language, Identity, & Education. 23(4), 482-497. https://doi.org/10.1080/15348458.2021.1997604

• 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., Philip, T.M., & Kohan, A. (2021). Pedagogies of organizing. Sequentials, 2(1). https://www.sequentialsjournal.net/issues/issue2.1/phamphilip.html

• 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.