Dr. Zachary Casey is an Assistant Professor of Educational Studies. His research interests include multicultural education, critical whiteness studies, teacher education, and critical pedagogy. Dr. Casey is particularly interested in the ways racial identity and systemic racism intersect in classrooms, schools, and in the lives of teachers and students. His work focuses on building critical racial literacy and antiracist pedagogies with practicing and future teachers, as well as the social, cultural, and philosophical contexts of education. His first book, A Pedagogy of Anticapitalist Antiracism was awarded the 2018 Outstanding Book Award from the Society of Professors of Education.
McManimon, S. K., Casey, Z. A., & Berchini, C. (Eds.) (in press). Whiteness at the table: Antiracism, racism, and identity in education. Lanham, MD: Lexington Books (Rowman & Littlefield).
Casey, Z. A. (2016). A pedagogy of anticapitalist antiracism: Whiteness, neoliberalism, and resistance in education. Albany, NY: State University of New York Press.
Peer Reviewed Journal Articles
Casey, Z. A. & McCanless, M. J.* (2018). Looking backward to go forward: Toward a Kliebardian approach to curriculum theory. Berkeley Review of Education, 8 (1), 23-38.
Casey, Z. A. (2017). Being and becoming: Teacher education, praxis, and/in the liberal arts. Professing Education, 16 (1), 25-35.
Cue, E. N. & Casey, Z. A. (2017). “I didn’t know anything about it”: Critical pedagogy, cultural literacy, and (missed?) opportunities for praxis. i.e.: inquiry in education, 9(2), Article 3.
Casey, Z. A. (2016). The Gettysburg Address in English class: An ‘exemplar’ of Common Core’s attack on diverse learners. Journal of Curriculum Theorizing, 31(1), 58-71.
Hossler, P. & Casey, Z. A. (2016). Scaffolding Lefebvre’s “cry” and “demand”: Educational spaces, praxis, and the right to the city. The SoJo Journal, 1(2), 1-19.
Casey, Z. A. (2015). Strict fathers, competing culture(s), and racialized poverty: White South African teachers’ conceptions of themselves as racialized actors. Race Ethnicity and Education.
Joyner, J. S.* & Casey, Z. A. (2015). Growing Pains: Reflections at the Intersection(s) of Pedagogy and Self-Study in Whiteness Research in Education. i.e.: inquiry in education, 7(1), Article 2. 1
Casey, Z. A. (2013). Toward an anti-capitalist teacher education. Journal Of Educational Thought, 46(2), 123-143.
Lozenski, B. D., Casey, Z. A., & McManimon, S. K., (2013). Contested reality: The role of youth participatory action research in the struggle to produce knowledge. Works & Days, 31(1), 99-117.– also featured in Cultural Logic: Marxist Theory and Practice (2013, pp. 80-95).
Lensmire, T. J., McManimon, S. K., Dockter-Tierney, J., Lee-Nichols, M. E., Casey, Z. A., Lensmire, A., Davis, B. M. (2013). McIntosh as synecdoche: How teacher education's focus on white privilege undermines antiracism. Harvard Educational Review, 83(3), 410-431.
Casey, Z. A., Lozenski, B. D., & McManimon, S. K. (2013). From neoliberal policy to neoliberal pedagogy: Racializing and historicizing classroom management. Journal of Pedagogy, 4(1), 36-58.
McManimon, S. K., Lozenski, B. D., & Casey, Z. A. (2013). Perpetual war(s), impossible peace: Neoliberal narratives in action in the Junior Reserve Officer Training Corps. Peace Studies Journal, 6(1), 62-78.
Casey, Z. A. (2011). Toward a reconceptualization of needs in classrooms: Baudrillard, critical pedagogy, and schooling in the United States. The Journal for Critical Education Policy Studies, 9(2), 77-90.
Casey, Z. A. (2011). The fight in my classroom: A story of intersectionality in practitioner research. i.e.: inquiry in education: 2(1), Article 3.
Casey, Z. A. (2010). Remembering to be radical in teacher education: Defanged multicultural education. The Journal of Multiculturalism in Education, 6(1), 1-19.
* Indicates Student Co-Author
M.A., Social and Philosophical Foundations of Education, Arizona State University (Tempe, AZ)
B.A.E., Secondary Education Social Studies, Arizona State University (Magna cum Laude) (Tempe, AZ)