- 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
Critical pedagogy, urban schooling, youth activism, citizenship education, social justice education, secondary teacher education, global education
- Parkhouse, H. (2017). Lessons on Citizenship and Democratic Power Literacy from Undocumented Youth. Critical Education, 8 (5), 1-19. http://ojs.library.ubc.ca/index.php/criticaled/article/view/186125.
- Pennell, S. M, Boyd, A. S., Parkhouse, H., LaGarry, A. (Eds.). (2017). Possibilities in Practice: Social Justice Teaching in the Disciplines. New York, NY: Peter Lang.
- 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://doi.org/10.1016/j.jssr.2018.01.004.
- Parkhouse, H. & Freeman, E. (2017). Embodying citizenship: A case study of undocumented youth fighting for in-state tuition policy. In X. L. Rong (Ed.). Immigration and education in North Carolina: The challenges and responses in a new gateway state.
Dr. Hillary Parkhouse began her career in education as a high school history and literature teacher in Santo Domingo, Dominican Republic from 2004-05. She then taught social studies and ESL in a New York City public high school for five years before beginning the Ph.D. program in culture, curriculum, and change at the University of North Carolina at Chapel Hill.
Parkhouse’s current research focuses on critical citizenship education in urban classrooms, youth activism, and the teaching practices that promote political efficacy. Her other areas of research include immigration and education, global education and teaching for social justice. She teaches secondary school curriculum for pre-service teachers.