School of Education

Education

• Ph.D. in education, University of North Carolina at Chapel Hill
• M.S. in teaching English as a second language, City College of the City University of New York
• B.A. in English, University of Georgia
• B.S. in psychology, University of Georgia

Research interests

Critical pedagogy, urban schooling, youth activism, citizenship education, social justice education, secondary teacher education, global education

Recent publications/projects

• Severson-Irby, E. & Parkhouse, H. (2025). Using action research to support educators’ development of adaptive expertise with culturally responsive education. Teachers College Record. https://doi.org/10.1177/01614681251331786
• *Racelis, T. L., & Parkhouse, H. (2024). Locating Our Role in the Struggle: Lessons from the Past and Present on Teachers’ Persistence, Solidarity, and Activism for the Common Good. Education Sciences, 14(1), 56. https://doi.org/10.3390/educsci14010056
• *Severson-Irby, E., Parkhouse, H., *Drulis, E. & *Lyn, R. (2024) There’s ‘learning in that struggle’: journey mindsets and agency in action research and culturally responsive education, Educational Action Research, DOI: 10.1080/09650792.2024.2304807  
• Parkhouse, H., *Lyn, R., *Severson-Irby, E., *Drulis, E., Senechal, J., & Lozada, F. (2023). Mapping How Teachers Become Culturally Responsive. Journal of Teacher Education, 74(4), 383-397.
• Parkhouse, H., Bennett, E., Pandey, T., Lee, K., & Johnson Wilson, J. (2022). Culturally Relevant Education as a Professional Responsibility. Educational Researcher. Online first, April 22, 2022. https://doi.org/10.3102/0013189X221092390
• Tichnor-Wagner, A., Bennett, E., Parkhouse, H., & Schcolnik, A. (2022). Towards a Cohesive Union? Currents and Cleavages in State Civic Education Policy Discourses. American Journal of Education, 128(4), 647-676.
• Parkhouse, H., Gorlewski, J., Senechal, J., and Lu, C. Y. (2021). Ripple Effects: How Teacher Action Research on Culturally Relevant Education Can Promote Systemic Change. Action in Teacher Education, 43(4), 411-429. https://doi.org/10.1080/01626620.2021.1896395
• Parkhouse, H., Massaro, V. R., Cuba, M., Waters, C. (2020). Teachers’ efforts to support undocumented students within unclear policy contexts. Harvard Educational Review 90(4), 525-549.

Bio

Dr. Parkhouse’s research focuses on critical citizenship education and how teacher education can support teachers’ use of culturally sustaining, empowering, and socio-politically conscious practices. She also studies immigration and education and teaching for global awareness. These research interests stem from her experiences teaching high school social studies, English as a Second Language, and literature in Santo Domingo, Dominican Republic and the Washington Heights neighborhood of New York City.

She currently teaches methods for teaching multilingual learners, curriculum development, and teacher education and professional development.

Curriculum Vitae