Hillary Parkhouse, Ph.D.

Associate professor, Teaching and Learning

Hillary Parkhouse, Ph.D.


  • 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

  • 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.
  • Parkhouse, H. (2020). Patriotism as critique: Youth responses to the teaching of injustice in U.S. History class. Citizenship Teaching and Learning, 15(3), 297-322.
  • Parkhouse, H. & Arnold, B. (2019). “We’re Rags to Riches”: Critical consciousness of the American Dream in two culturally diverse history classrooms. Teachers College Record, 121(9), 1-40.
  • (Book) Tichnor-Wagner, A., Parkhouse, H., Glazier, & J., Cain M. (2019). Becoming a Globally Competent Teacher. Alexandria, VA: ASCD.
  • Parkhouse, H., Lu, C.Y., & Massaro, V.R. (2019). Multicultural Education Professional Development: A Review of the Literature. Review of Educational Research, 89(3), 416-458. https://doi.org/10.3102/0034654319840359
  • Parkhouse, H. (2018). Pedagogies of Naming, Questioning, and Demystification: A Study of Two Critical US History Classrooms. Theory & Research in Social Education, 46(2), 277-317. DOI: 10.1080/00933104.2017.1389327.
  • Parkhouse, H., & Massaro, V. R. (2018). “Calling Out” in class: Degrees of candor in addressing social injustices in racially homogenous and heterogeneous US history classrooms. The Journal of Social Studies Research. https://www.sciencedirect.com/science/article/abs/pii/S0885985X1730222X?via%3Dihub.
  • Parkhouse, H. (2018). Fostering democratic patriotism through critical pedagogy. Bank Street Occasional Paper Series, 2018 (40). https://educate.bankstreet.edu/occasional-paper-series/vol2018/iss40/6/.


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 secondary school curriculum, teaching English as a Second Language, and professional development for changing schools.

Curriculum Vitae

(804) 827-2667