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.
Rubin, J. C., Land, C. L., & Long, S. L. (2021). Mobilising new understandings: an actor-network analysis of learning and change in a self-directed professional development community. Professional Development in Education. doi:10.1080/19415257.2021.1879227
Rubin, J., & Tily, S. (2021). Beginning teachers in early childhood education: A critical discourse analysis of policies in Aotearoa New Zealand and the United States. Policy Futures in Education. doi:10.1177/14782103211001638
Land, C., & Rubin, J. (2021). Correcting correctness: Writing teacher education courses as sites for disrupting oppressive language ideologies. In American Educational Research Association Annual Meeting 2021: Accepting Educational Responsibility. Virtual.
Rubin, J. (2021). We felt that electricity: Creative writing as affective entanglement in and a secondary classroom. In American Educational Research Association 2021: Accepting Educational Responsibility. Virtual Meeting.
Curriculum; Education; Education Research; English Education; Gender; History of Education; Languages and Literacy Education; Literacy Learning; Pedagogy; Restorative Practices; Schools (Primary/Secondary); Social Science Research; Teacher Education; Teacher Professional Learning/Development; Teaching; Violence; Women and Gender Studies