Faculty Profiles

O’Donnell, J. L. (2025). Critical civics and democratic education through Us and Them divides on HBO’s The Leftovers. Journal of Curriculum and Pedagogy, 22(1), 54–74.

O’Donnell, J. L., & Dees, N. (2025). Accepting and affirming the “Undesirable Elements” through teacher education: A case study of developing cultural competence through performance. In R. W. Burns & J. Jacobs (Eds.), Clinically based teacher education in action: Cases that illustrate the complex work of teacher educators. Information Age Press.

O’Donnell, J. L., & Norris, A. (2025). Performance ethnography as a tool for cultivating culturally responsive teachers in online classrooms: A six phase approach. Action in Teacher Education, 47(3), 296–313.

O’Donnell, J. L. (2025). Walter Benjamin in the bathhouse: Meditations on robot mothers, daydreams, and art in the AI era. Anthropology and Humanism.

O’Donnell, J. L. (2025). Review of TV as curriculum studies: Putting curriculum theory to work. Comparative Education Review.

O’Donnell, J. L. (2024). Dirty care in the transfronterizo experience: Walking with Mexicali/Calexico teachers through their youth. Anthropology and Education Quarterly, 55(1), 65–83.

O’Donnell, J. L. (2024). Adolescent healing through shamanism and the carnivalesque in the trauma-sensitive classroom. Journal of Curriculum and Pedagogy, 21(4), 576–593.

O’Donnell, J. L. (2024). Hitting at the heart of a massive problem:  Articulating a democratic education through feminist practices of freedom and urban farm movements in Buenos Aires, Argentina. Ethnography and Education, 19(1), 34–54.

O’Donnell, J. L., & Kagan, M. O. (2024). Praise for An Ordinary Future: Rethinking inclusivity through emotionally honest scholarship that interrogates anthropological paradigms of disability. NEOS.

O’Donnell, J. L., & Sadlier, S. T. (2023). Becoming with education-based social movements through diffractive analysis. Anthropology and Education Quarterly, 54(2), 183–193.

O’Donnell, J. L. (2023). Forging an identity as a transfronterizo student in the context of neoliberalism and English language learning at the U.S.-Mexico border. Journal of Latinos and Education, 22(5), 2215–2231.

O’Donnell, J. L. (2023). A critical-place ethnography of transfronterizo teachers at the intersections of self-defense, self-creation, and Borderlands identity formation. Ethnography and Education, 18(2), 199–218.

O’Donnell, J. L. (2022). Anger and disillusionment in Argentinian feminism, 2011-2015: An ethnography of feminist activism in popular education in Buenos Aires. Gender and Education, 34(1), 96–111.

Pimentel, C. N., O’Donnell, J. L., Lerma, Y., & Charlesworth, C. (2022). What happened to the Green Book? The disappearing act of black agency and other white framings in Green Book. In S. Turner & S. Nilsen (Eds.), White supremacy and the American media (pp. 116–138). Routledge.

O’Donnell, J. L., John, R., & Valdivia, G. (2022). Activists’ use of trauma-informed frameworks: Insights from popular education spaces in Buenos Aires, Argentina. In A. Frkovich, A. Proweller, & K. Monkman (Eds.), Navigating education in precarious times: Reflection, pedagogy, and activism for change. Routledge.

O’Donnell, J. L. (2021). Groomed for capitalism: Biopower and the self-care, self-improvement rituals of adolescence in Bo Burnham’s Eighth Grade and Donald Glover’s Atlanta. Social Identities: Journal for the Study of Race, Nation and Culture, 27(3), 307–325.

O’Donnell, J. L., & Sadlier, S. T. (2021). University as secret society: Becoming faculty by navigating transparency with discretion. Society, 58, 213–220.

O’Donnell, J. L. (2021). Uncovering the complexity of teaching and learning about/from social and historical traumas through a “more than human” framework for grief on HBO’s The Leftovers. Journal of Curriculum and Pedagogy, 18(2), 168–182.

O’Donnell, J. L. (2020). I let not just their knowledge, but their worlds inform what I teach: Difficult knowledge in the popular education classroom in Buenos Aires, Argentina. Anthropology and Education Quarterly, 51(1), 66–89.

O’Donnell, J. L. (2019). Review of The multilingual city: Vitality, conflict, and change. International Journal of Bilingual Education and Bilingualism.

Valdiviezo, L. A., & O’Donnell, J. L. (2018). To educate for them in different ways: Defining inclusion in popular and intercultural education in Argentina and Peru. In M. Schuelka, C. Johnstone, G. Thomas, & A. Artiles (Eds.), The SAGE handbook of inclusion and diversity in education (pp. 468–480). Riverside, United States: Sage Publishers.

O’Donnell, J. L. (2018). Affecting solidarity: Buenos Aires teachers countering professional alienation and exploitation through yerba mate and new media. Multicultural Education, 25(2), 57–61.

O’Donnell, J. L. (2018). The promise of recognition and the repercussions of government intervention: The transgender pedagogical vision of popular educators in Buenos Aires, Argentina. Gender and Education, 30(8), 1078–1097.

O’Donnell, J. L. (2017). Review of Feminist theory and pop culture. Gender and Education.

O’Donnell, J. L., & Sadlier, S. T. (2016). Performing grief through teacher activism and curriculum: Case studies from Oaxaca and Buenos Aires social movements. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 26(2), 213–229.

O’Donnell, J. L. (2016). Review of Gender and pop culture: A text-reader. Gender and Education.

O’Donnell, J. (2016). Review of Language policy processes and consequences: Arizona case studies. International Journal of Bilingual Education and Bilingualism.

O’Donnell, J. L. (2015). Review of The politics of the body: Gender in a neoliberal and neoconservative age. Gender and Education.

O’Donnell, J. L. (2015). Review of Reflexivity in language and intercultural education: Rethinking multilingualism and interculturality. International Journal of Bilingual Education and Bilingualism.

Valdiviezo, L. A., & O’Donnell, J. L. (2014). Patti Lather. In S. Totten & J. E. Pedersen (Eds.), Educating about social issues in the 20th and 21st centuries: A critical annotated bibliography (pp. 459–480). Riverside, United States: Information Age Publishing.

O’Donnell, J. L. (2014). Quien sabe mas lucha mejor: Adult educators’ care of the self practices within social movements in Buenos Aires, Argentina. Adult Education Quarterly, 64(4), 267–284.

O’Donnell, J. L. (2010). The Indigenous, national, and international language in higher education: Students’ academic trajectories in Oaxaca, Mexico. International Journal of Applied Linguistics, 20(3), 386–416.