Faculty Profiles

McQuillan, M., Alston, J., O’Malley, M. P., & Hernandez, F. (n.d.). Inclusive leadership with LGBTQIA+ and gender non-conforming students. In Leadership for Increasingly Diverse Schools. Routledge.

O’Malley, M. P. (2024). Queering critical education research: Methodological activism within a cultural location of the ‘not yet.’ In M. D. Young & S. Diem (Eds.), Handbook of Critical Education Research: Qualitative, Quantitative, and Emerging Approaches (pp. 153–182). Routledge. https://doi.org/https://doi-org.libproxy.txstate.edu/10.4324/9781003141464

Weiner, J., O’Malley, M. P., Lopez, A., Bailes, L., Hernandez, F., & Odell, S. M. (2023). Introduction to the special issue: The mess of educational leadership: Embracing transdisciplinary approaches to gender, sexuality, race, and class in educational leadership. Journal of School Leadership, 32(2), 95–97.

O’Malley, M. P., Sandlin, J. A., & Burdick, J. (2020). Public pedagogy theories, methodologies, and ethics. Oxford Research Encyclopedia of Education, 1–26. https://doi.org/10.1093/acrefore/9780190264093.013.1131

O’Malley, M. P., Asher, N., Beck, B. L., Capper, C. A., Lugg, C. A., Murphy, J., & Whitlock, R. (2018). Asking queer(er) questions: Epistemological and methodological implications for qualitative inquirers. International Journal of Qualitative Studies in Education, 31(7), 572–594. https://doi.org/10.1080/09518398.2018.1455996

O’Malley, M. P., & Long, T. A. (2017). Public educational policy as performance: A queer analysis. In M. D. Young & S. Diem (Eds.), Critical approaches to education policy analysis: Moving beyond tradition (pp. 63–82). New York, NY: Springer.

O’Malley, M. P., & Capper, C. A. (2015). A measure of the quality of educational leadership programs for social justice: Integrating LGBTIQ identities into principal preparation. Educational Administration Quarterly, 51(2), 290–330. https://doi.org/DOI:10.1177/0013161X14532468

O’Malley, M. P., Long, T. A., & King, J. (2015). What do you do all day?!: Navigating the challenges of school leadership as an early career principal. Journal of Cases in Educational Leadership, 18(2), 107–121. https://doi.org/10.1177/1555458915584673

Milam, J. L., Jupp, J. C., Hoyt, M. W., Grumbein, M., Kaufman, M., Carpenter II, B. S., … Slattery, P. (2014). Autobiography, disclosure, and engaged pedagogy: A practical discussion on teaching foundations in teacher education programs. Teacher Education and Practice, 27(1), 12–43.

Burdick, J., Sandlin, J. A., & O’Malley, M. P. (Eds.). (2014). Problematizing public pedagogy. New York, NY: Routledge.

Burdick, J., Sandlin, J. A., & O’Malley, M. P. (2014). Breaking without fixing: Inhabiting aporia. In J. Burdick, J. A. Sandlin, & M. P. O’Malley (Eds.), Problematizing Public Pedagogy (pp. 1–11). New York, NY: Routledge.

Dentith, A. M., O’Malley, M. P., & Brady, J. F. (2014). Public pedagogy as a historically feminist project. In J. Burdick, J. A. Sandlin, & M. P. O’Malley (Eds.), Problematizing public pedagogy. New York: Routledge.

O’Malley, M. P., & Nelson, S. W. (2013). The public pedagogy of student activists in Chile: What have we learned from the Penguins’ Revolution? Journal of Curriculum Theorizing, 29(2), 41–56. Retrieved from http://journal.jctonline.org/index.php/jct/article/view/472

O’Malley, M. (2013). Creating inclusive schools for LGBTIQ youth, staff, and families: Equitable educational leadership and research practice. In L. C. Tillman & J. J. Scheurich (Eds.), Handbook of research on educational leadership for diversity and equity (pp. 355–379). New York, NY: Routledge.

Dentith, A. M., Measor, L., & O’Malley, M. P. (2012). The research imagination amid dilemmas of engaging young people in critical participatory work. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 13(1). Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs1201176

O’Malley, M. P., Roseboro, D. L., & Hunt, J. (2012). Accountability, fiscal management, and student achievement in East St. Louis, IL 1994 – 2006: Implications for urban educational reform policy. Urban Education, 47(1), 117–143. https://doi.org/10.1177/0042085911427741

O’Malley, M. P., Roseboro, D. L., & Hunt, J. (2012). Accountability, fiscal management, and student achievement in East St. Louis, IL 1994 – 2006: Implications for urban educational reform policy. Urban Education, 47(1), 117–143. https://doi.org/10.1177/0042085911427741

Sandlin, J. A., O’Malley, M. P., & Burdick, J. (2011). Mapping the complexities of public pedagogy scholarship: 1894-2010. Review of Educational Research, 81(3), 338–375. https://doi.org/https://doi.org/10.3102/0034654311413395

O’Malley, M. (2010). Equitable leadership for Lesbian, Gay, Bisexual, Transgender and Queer youth in U.S. schools. The Social Justice Leader, 1, 2–3.

O’Malley, M. P. (2010). Liberation theology. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 544–545). Thousand Oaks, CA: Sage Publications, Inc.

O’Malley, M. P., Burdick, J., & Sandlin, J. A. (2010). Public pedagogy. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 696–700). Thousand Oaks, CA: Sage Publications, Inc.

O’Malley, M. P., & Roseboro, D. L. (2010). Public pedagogy as critical educational and community leadership. In J. A. Sandlin, B. D. Schultz, & J. Burdick (Eds.), Handbook of public pedagogy: Education and learning beyond schooling (pp. 639–647). New York: Routledge.

O’Malley, M. P., & Aguilar, I. (2010). Whither democratic educational leadership? On questions of institutionalization and hypergovernability within Curriculum Studies. In J. G. Henderson (Ed.), The path less taken: Immanent critique in curriculum and pedagogy (pp. 81–83). Troy, NY: Educator’s International Press.

O’Malley, M. P. (2009). Pedagogies of absence: Education beyond an ethos of standardization. Childhood Education, 85(4), 250–252.

Dentith, A. M., Measor, L., & O’Malley, M. P. (2009). Stirring dangerous waters: Dilemmas and opportunities of critical participatory work with young people. Sociology, 43(1), 158–168.

O’Malley, M. P., Slattery, P., & Hoyt, M. W. (2009). Teaching gender and sexuality diversity in foundations of education courses in the U.S. Teaching Education, 20(2), 95–110.

O’Malley, M. P., & Allen, L. A. (2009). Curriculum leadership as a democratic project: The case for reconfiguring educational structures. In J. Burdick, J. A. Sandlin, & T. Daspit (Eds.), Complicated conversations and confirmed commitments: Revitalizing education for democracy (pp. 229–251). Troy, NY: Educator’s International Press.

O’Malley, M. P. (2009). Pedagogies of absence as aesthetic and narrative encounter. In P. Burke (Ed.), Women and pedagogy (pp. 159–166). Troy, NY: Educator’s International Press.

Dentith, A. M., Measor, L., & O’Malley, M. P. (2009). Stirring dangerous waters: Dilemmas and opportunities of critical participatory work with young people. Sociology, 43(1), 158–168.

O’Malley, M. (2007). Conceptualizing a critical pedagogy of human soul: Ethnographic implications for curriculum studies. Journal of Curriculum and Pedagogy, 4(1), 84–112.

Slattery, P., Krasny, K. A., & O’Malley, M. P. (2007). Hermeneutics, aesthetics, and the quest for answerability: A dialogic possibility for reconceptualizing the interpretive process in curriculum studies. Journal of Curriculum Studies, 39(5), 537–558.

Leafgren, S. (2007). The articulation of curriculum and pedagogy for a just society: Advocacy, artistry, and activism. (B. D. Schultz, M. P. O’Malley, L. Johnson, J. F. Brady, & A. M. Dentith, Eds.). Troy, NY: Educator’s International Press.

O’Malley, M., Schultz, B. D., & Leafgren, S. (2007). Urgencia: Articulating curriculum and pedagogy for a just society. In S. Leafgren, B. D. Schultz, M. P. O’Malley, L. Johnson, J. F. Brady, & A. M. Dentith (Eds.), The articulation of curriculum and pedagogy for a just society: Advocacy, artistry, and activism (pp. xxxix–xlvi). Troy, NY: Educator’s International Press.

Leafgren, S., & O’Malley, M. P. (2006). Perspectives: How might spiritual, moral, or theological discourses influence and inspire curriculum and pedagogy? Journal of Curriculum and Pedagogy, 2(2), 19–22.

Roseboro, D. L., O’Malley, M. P., & Hunt, J. (2006). Talking cents: Public discourse, state oversight, and democratic education in East St. Louis. Educational Studies, 40(1), 6–23.

O’Malley, M. P. (2005). New Cosmology, leadership, and the possibilities of an Ecozoic Era: An interview with Miriam Therese MacGillis. Journal of Curriculum and Pedagogy, 2(2), 15–18.

O’Malley, M. P. (2004). Deconstructing a politics of student association within arts-based education: Ethnographic reflections on “The Show Kids” and “The Show Fags.” Journal of Curriculum and Pedagogy, 1(2), 78–83.

O’Malley, M. P. (2003). Democracy and education: Liberty and justice for all? Momentum, 34(2), 38–40.