Zachary Casey

Dr. Zachary A. Casey is an Assistant Professor of Educational Studies. His research and teaching focuses on 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.

Selected Publications

Books

Casey, Z. A. & McManimon, S. K. (in press):  Building pedagogues: White practicing teachers and the struggle for antiracist work in schools. Albany, NY: State University of New York Press.

McManimon, S. K., Casey, Z. A., & Berchini, C. (Eds.) (2018). 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.

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.

McManimon, S. K. & Casey, Z. A. (2018). (Re)Beginning and becoming with white practicing teachers: Notes on an educational foundations and curricular approach to antiracism and professional development. Teaching Education, 29 (4), 395-406.

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. (2017). Making the inherently inefficient (more) efficient: Neoliberalism as “aim” in teacher education. Teacher Education & Practice, 30(2), 314-316.

Casey, Z. A. (2016). Sustaining and (re)creating hope. Journal of Pedagogy, 7(2), 5-8.

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
 

Book Chapters

Casey, Z. A. (in press). The materiality of proletarian subjectivity: Anticapitalist antiracist pedagogies for the 21st century. In B.W. Sculos & M. Caputi (Eds.), Teaching Marx and Critical Theory in the 21st Century. Leiden, the Netherlands: Brill Publishers.

Taylor, L. & Casey, Z. A. (in press). White teacher educators, black teacher candidates, and African American Language (AAL): Ideating paradoxical readings of AAL in teacher education. In S.L. Raye, S. Masta, S.T. Cook, & J. Burdick (Eds.), Ideating Pedagogy in Troubled Times: Approaches to Identity, Theory, Teaching, and Research. Charlotte: Information Age Publishing.

Casey, Z. A., McManimon, S.K., & Berchini, C. (2018). Who are we as white people to be?: Thoughts on learning, loss, confusion, and commitment in antiracist work. In S.K. McManimon, Z.A. Casey, & C. Berchini (Eds.), Whiteness at the table: Antiracism, racism, and identity in education. (pp. 93-100).  Lanham, MD: Lexington Books (Rowman & Littlefield).

Casey, Z. A. & McManimon, S.K. (2018). Uneasy racial ‘experts’: White teachers and antiracist action. In S.K. McManimon, Z.A. Casey, & C. Berchini (Eds.), Whiteness at the table: Antiracism, racism, and identity in education. (pp. 77-92). Lanham, MD: Lexington Books (Rowman & Littlefield).

Casey, Z. A. (2015). Whiteness, nationalism, and neoliberalism: What Pat Buchanan and the Right can teach us about resisting neoliberalism in schools. In M. Abendroth & B. J. Porfilio (Eds.), Understanding Neoliberal Rule in K-12 Schools: Educational Fronts for Local and Global Justice. (pp. 301-318). Charlotte: Information Age Publishing.

McManimon, S. K., Lozenski, B. D., Casey, Z. A. (2013). Soldiers or students?: JROTC, the military presence in schools, and educating for permanent war. In B. J. Porfilio & Gorlewski, J. (Eds.), Left behind in the Race to the Top: Realities of education reform. (pp. 173-187). Charlotte: Information Age Publishing.

McManimon, S. K., Lozenski, B. D., & Casey, Z. A. (2012). A pedagogy of ceaseless war: JROTC and the military occupation of U.S. schools. In P. R. Carr & B. J. Porfilio (Eds.), Educating for peace in a time of permanent war: Are schools part of the solution or the problem? (pp. 101-115). New York: Routledge.

 

Education

Ph.D., Culture and Teaching, Curriculum and Instruction, University of Minnesota (Minneapolis, MN)
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)