Noreen Naseem Rodríguez
Assistant Professor and Chair
Teacher Learning, Research & Practice
noreen.rodriguez@colorado.edu

Noreen Naseem Rodríguez is an Assistant Professor of Teacher Learning, Research and Practice in the School of Education at the University of Colorado Boulder. Her research interests include the culturally sustaining pedagogies of Asian American and Latinx teachers and the teaching of so-called "difficult histories" to young learners through children's literature. She was a bilingual elementary educator in Austin, Texas for nine years and is the co-author of the forthcoming book Social Studies for a Better World: An Anti-Oppressive Approach for Elementary Educators with Katy Swalwell published by W.W. Norton.

Offices Held:

Committee Member (2020-2022), Notable Social Studies Tradebooks, National Council for the Social Studies (NCSS) & Children's Book Council

Executive Board (2020-2022), College & University Faculty Assembly (CUFA) of NCSS

Program Co-Chair 2018-2020, Research on the Education of Asians and Pacific Americans Special Interest Group, American Educational Research Association

Program Chair (2019), CUFA 

Chair (2017-2018), CUFA Scholars of Color Forum

Editorial Review Boards: 

The Critical Social Educator

Journal of Educational Foundations

Books

Rodríguez, N. N. & Swalwell, K. (2021). Social Studies for a Better World: An Anti-Oppressive Approach for Elementary Educators. Norton.

https://wwnorton.com/books/9781324016779/about-the-book/

Peer-Reviewed Journal Articles

Rodríguez, N. N., & de los Ríos, C. (In press). Uplifting multiracial and translingual childhoods in the envisioning of anti-racist schooling: Reflections from two MamiProfas. Multicultural Perspectives. 

Vickery, A. E. & Rodríguez, N. N. (2021). "A woman question and a race problem": Attending to intersectionality in children's literature about women in the long civil rights movement. The Social Studies, 112(2), 57-62. 

Rodríguez, N. N. (2020). "Invisibility is not a natural state for anyone": (Re)Constructing narratives of Japanese American incarceration in elementary classrooms. Curriculum Inquiry, 50(4), 309-329.

Rodríguez, N., Brown, M., & Vickery, A. (2020). Pinning for profit? Examining elementary preservice teachers’ critical analysis of online social studies resources about Black history. Contemporary Issues in Technology and Teacher Education, 20(3), 497-528. 

Rodríguez, N. N. & Vickery, A. E. (2020). Much bigger than a hamburger: Problematizing picturebook depictions of youth activism in the Civil Rights Movement. International Journal of Multicultural Education, 22(2), 109-128. 

Rodríguez, N. N. (2020). "This is why nobody knows who you are": (Counter)Stories of Southeast Asian Americans in the Midwest. Review of Education, Pedagogy, and Cultural Studies, 42(2), 157-174.

Rodríguez, N. N. & Salinas, C. S. (2019). "La lucha todavía no ha terminado/The struggle is not yet over: Teaching immigration through testimonio and difficult funds of knowledge. Journal of Curriculum Theorizing, 34(3), 136-149. 

Rodríguez, N. N. & Kim, E. J. (2019). Asian and American and always becoming: The (mis)education of two Asian American teachers. Oregon Journal of the Social Studies, 7(1), 67-81.

Naseem Rodríguez, N. (2019). Caught between two worlds: Asian American elementary teachers' enactment of Asian American history. Educational Studies, 55(2), 214-240. 

Rodríguez, N. N. (2018). From margins to center: Developing cultural citizenship education through the teaching of Asian American history. Theory & Research in Social Education, 46(4), 528-573. 

Rodríguez, N. N. & Kim, E. J. (2018). In search of mirrors: An Asian Critical Race Theory content analysis of Asian American picturebooks from 2007-2017. Journal of Children's Literature, 44(2), 16-33.

Rodríguez, N. N. (2017). "But they didn't do nothin' wrong!": Teaching about Japanese American Incarceration. Social Studies and the Young Learner, 30(2), 17-23.

Salinas, C., Fránquiz, M., & Naseem Rodríguez, N. (2016). Writing Latina/o historical narratives: Narratives at the intersection of critical historical inquiry and LatCrit. The Urban Review, 48(3), 419-439. 

Rodríguez, N. N. (2015). Teaching Angel Island through historical empathy and poetry. Social Studies and the Young Learner, 27(3), 22-25.

Practitioner Articles

Rodríguez, N. N. (2020). Focus on friendship or fights for civil rights? The challenges of teaching Japanese American incarceration with The Bracelet. Bank Street Occasional Papers, 44(Article 6), 48-59. 

Dahlen, S. P. & Rodríguez, N. N. (2020). Asian Pacific American showcase. School Library Journal, 66(5), 39-41.

Rodríguez, N. N. (2018). Avoiding the single story: The need to critically examine children's literature and Asian and Asian American stereotypes. Literacy Today, July/August, 34-35.