All publications share a common thread - learning to be a culturally responsive practitioner with multiple students and participants. 

• My first publication focused on "Canonical Texts and Cultural Critique with English Learners” was written in conjunction with my advisor to create curriculum tailored to the assets of my students.
• My dissertation project has yielded several conference presentations.The English Journal published the pilot study of this project titled “Honoring immigrant student’s assets and recognizing epistemic privilege” in July of 2021.

The following articles were all related to my dissertation project: 

•  The first theme from my work, creating brave spaces, is available in the Journal of Adolescent and Adult Literacy titled "Immigration stories to reveal funds of knowledge and brave spaces int he literacy curriculum."  
• “Exploring global religious traditions through artifactual literacy,” focuses on finding spaces to integrate family and culture in literacy curriculum. It is available via English Teaching Practice and Critique.
• “Hero or Monster? Diverse Student Considerations of The Odyssey” was in The English Journal and considers student connections and questions about cannon texts by analyzing archetypes, reading multicultural texts, and creating counterstories. 
• The final article from my dissertation research, "Learning to be Culturally Responsive: Understanding How Literacy Projects Provide Space to Share Past Experiences," was published in English in Education in 2023. It considers ways we can integrate the lessons we learn when incorporating literacy projects focused on student assets into required English Language Arts curriculum.