Writing

Below, you’ll find my writing organized by publication type and year. For questions or requests for specific publications, please email me, and I will respond as soon as possible.

Books

Discipline Problems: How Students of Color Trouble Whiteness in Schools. University of Pennsylvania Press. 2024.

Shifting the Lens in History Education: Centering Racial and Ethnic Knowledge in the Classroom. Maribel Santiago & Tadashi Dozono (Eds.). Harvard Education Press. (in press, spring 2025).

Peer-Reviewed Articles

Dozono, T. (2024). Cooperative economics in racially marginalized communities: Reframing economics education through racial capitalism and democratic practices. Urban Education.

Santiago, M. & Dozono, T. (2024). Disciplinary skills are not enough: Resituating historical thinking within students’ racialized and linguistic experiences. Journal of the Learning Sciences.

Dozono, T. (2023). Eugenic ideology and the World history curriculum: How eugenic beliefs structure narratives of development and modernity. Theory & Research in Social Education, 51(3), 408-437.

Dozono, T. (2023). Queer of Color literacies as subversive reading practice: How queer Students of Color subvert power in the classroom. Equity & Excellence in Education, 56(1-2), 28-41.

Dozono, T. (2022).Mutual aid, cooperatives, and abolition: Reimagining economics through, for, and of racially marginalized communities. ASSERT (Annals of Social Studies Education Research for Teachers), 3(1), 41-49.

Santiago, M., & Dozono, T. (2022). History is critical: Addressing the false dichotomy between historical inquiry and criticality. Theory & Research in Social Education, 50(2), 173-195.

Dozono, T. (2022). Race and the evidence of experience: Accounting for race in historical thinking pedagogy. Critical Studies in Education, 63(4), 468-484.

Dozono, T. (2022). A curriculum and pedagogy of prison abolition: Transforming the civics classroom through an abolitionist framework. The Urban Review, 54(3), 411-427.

Dozono, T. (2021).Civic reasoning through paranoid and reparative reading: Addressing conspiracy theories within racialized and queer publics. Theory into Practice, 60(4), 392-401.

Dozono, T. (2021). Negation of being and reason in the world history classroom: “they used to think of me as a lesser being. Race Ethnicity and Education, 24(4), 542-559.

Dozono, T. (2020).The passive voice of White supremacy: Tracing epistemic and discursive violence in world history curriculum. Review of Education, Pedagogy, and Cultural Studies.

King, L., Woodson, A., & Dozono, T. (2020). Framing race talk in world history classrooms: A Case Study of the Haitian Revolution. The Journal of Educational Foundations, 33(1), 3-17.

Dozono, T. & R. M. Taylor. (2019).Teaching for open-mindedness: A justice-oriented approach. Educational Theory, 68(4), 473-490.

Dozono, T. (2018). The fascist seduction of narrative: Walter Benjamin’s historical materialism beyond counter-narrative. Studies in Philosophy and Education, 37(5), 513-527.

Dozono, T. (2017). Teaching alternative and indigenous gender systems in world history: A queer approach. The History Teacher, 50(3), 425-447.

Dozono, T. (2016). Historical experience and the Haitian Revolution in the history classroom. The Social Studies, 107(1), 38-46.

Book Chapters

Dozono, T. (2024). Indigenous epistemic interventions for state curriculum: Moving beyond the Abrahamic covenant of manifest destiny. In E. Abdou & T. Zervas (Eds.), Ancient and Indigenous Knowledge Traditions in the Americas (pp. 80-102). Routledge.

Dozono, T. (2024). When the subaltern cannot speak: Teaching about and through historical silence. In M. Carretero & E. Perez-Manjarrez (Eds.), Global Perspectives on the Role of Dialogue in History Education (pp. 81-97). Routledge.

Dozono, T. (2022). Being in difference, together: Making the classroom an academic home through critical race theory. In A. Vickery & N. Rodriguez (Eds.), Critical Race Theory and Social Studies Futures: From the Nightmare of Racial Realism to Dreaming Out Loud (pp. 89-97). Teachers College Press.

Dozono, T. (2022). The refusal to learn: Inquiry through marronage in the history classroom. In L.G. King (Ed.), Racial Literacies and Social Studies: Curriculum, Instruction, & Learning (pp. 110-124). Teachers College Press.

Dozono, T. (2022). Queer worlding as historical inquiry for insurgent freedom-dreaming. In S. B. Shear, N. H. Merchant, W. Au (Eds.), Insurgent Social Studies: Scholar-Educators Disrupting Erasure & Marginality. Gorham, Maine: Myers Education Press.

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