Dr Jessica Cira Rubin
Qualifications: MAT, MFA, PhD
About Jessica Cira
My work as a teacher educator and education researcher builds from ten years experience teaching secondary English language arts. I think about literacies broadly and inclusively, and use conceptual frameworks that inspire and require critical reflection of ourselves, educational institutions and other systems.
My work is primarily energized by my deep commitment to values of collaboration, nonviolence in its many forms, and social and ecological justice. Currently I am working on several projects, including analysis of data generated through an immersive study of the literacies and literacy teaching practices of a group of teachers from the United States who traveled to India to participate in a summer professional development program. The program concentrated on ahimsa, which encompasses the avoidance of harmful thought, speech, and action and the active promotion of peace, reverence, and justice.
As scholars, research is a language through which we can connect with and support each other as we try to orient our world toward a more peaceful, more inclusive, and more expansive course. Through my research projects, my intention has been to participate meaningfully in that broader project while weaving together my dedication to writing and literacy, my deep belief in the complexity and creativity of young people, and my appreciation of teachers who care deeply about and take action toward justice.
Bomer, R., Land, C. L., Rubin, J. C., & Van Dike, L. M. (2019). Constructs of teaching writing in research about literacy teacher education. Journal of Literacy Research. doi:10.1177/1086296X19833783
Nxumalo, F., Cook, C., Rubin, J. C., Hendrix Soto, A., Cedillo, S., & Scott, M. (2019). Staying With the Trouble: Grapplings With the More-Than-Human in a Qualitative Inquiry Course. Qualitative Inquiry. doi:10.1177/1077800419868505
Nxumalo, F., & Rubin, J. C. (2018). Encountering waste landscapes: More-than-human place literacies in early childhood education. In C. R. Kuby, K. Spector, & J. J. Thiel (Eds.), Posthumanism and Literacy Education (pp. 187-200). new York: Routledge.
Rubin, J. C. (2018). ‘And then on to the next school to mess things up’: deconstruction events in a preservice teacher’s field experience. International Journal of Qualitative Studies in Education, 31(10), 950-970. doi:10.1080/09518398.2018.1522009
Adult Education; American Politics; Curriculum; Doctoral Education; Early Childhood/Early Years Education; Education; Education Research; English; English Education; Environmental Education; Gender; History of Education; Human Behaviour; Language Learning; Languages and Literacy Education; Learning and Education; Learning Environment; Lifelong Learning; Literacy Learning; Morals and Ethics; Professional Studies in Education; Restorative Practices; Schools (Primary/Secondary); Social Science Research; Teacher Education; Teacher Practice/Practicum; Teacher Professional Learning/Development; Teaching; Teaching and Learning; Teaching Ethics and Professionalism; Teaching Online; Violence; Women and Gender Studies; Youth