Suniti Sharma, Ph.D.

• Ph.D. Curriculum Studies from Purdue University, WL, Indiana
• Master's in English Literature from Delhi University
• Bachelor's with Honors in English Literature from Delhi University

Suniti Sharma serves as full-time faculty in the Department of Teacher Education at Saint Joseph’s University, Philadelphia since 2012. She teaches instructional techniques for English language arts and social studies, ESL pedagogy, and literacy across the curriculum. Previously, she taught as full-time faculty at the University of Texas, Brownsville. She has taught English Language Arts and English as a Second Language as a certified secondary teacher in Indiana (USA) and Delhi (India). Her current research focuses on preparing critical multicultural teachers, education of at-risk youth, and the intersection of diversity, culture and curriculum.

• Sharma, S. (2019). How Preservice Teachers Transform Pedagogical Discomfort into Multicultural Knowledge for Disrupting the School-to-Prison Pipeline. In S. Sharma and A. Lazar (Eds.), Rethinking 21st Century Diversity for Teacher Preparation, K-12 Diversity, and School Policy: Theory, Research, and Practice. Dordrecht: Springer Press.
• Sharma, S. & Lazar. (2019). 21st Century Diversity, Educational Equity, and Transformative Change. In Suniti Sharma and Althier Lazar (Eds.). Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy: Theory, Research, and Practice. Dordrecht: Springer Press.
• Sharma, S. & Phillion, J. (2019). Promoting Multicultural Awareness in Preservice Teachers through International Field Experiences: A Multiple Case Study. (Eds.) Miriam Fuchs, Yves Loiseau, and Sarita Rai, Study Abroad: Traditions, Directions, and Innovations. Modern Language Association Series on Teaching Languages, Literatures, and Cultures.
• Sharma, S. & Gurumurthy, U. (2018). Effects of Humanizing School Culture on the Literacy Engagement of Bilingual Students: Portrait of a High School in South Texas. In Althier M. Lazar and Patricia Ruggiano (Eds.). Sanctuary Schools. (pp. 103-117). New York, NY: Teachers College Press.
• Sharma, S. (2016). The school-to-prison pipeline, youth from diverse families, and the politics of educational policy and practice: A call to educate, not incarcerate. Journal of Family Diversity in Education. 2(1), p. 90-109.
• Lazar, A. & Sharma, S. (2016). “Now I Look at All the Kids Differently”: Cracking Teacher Candidates’ Assumptions About School Achievement in Urban Communities. Action in Teacher Education.
• Sharma, S. (2016). Intercultural teaching and learning through study abroad: Pedagogies of discomfort, oppositional consciousness and bridgework for equity and social justice. In Candace Schlein and Barbara Garii (Eds.). A Reader of Narrative and Critical Lens on Intercultural Teaching and Learning (pp. 33-52). Charlotte, NC: Information Age Publishing.
• Rodriguez, E., Sharma, S., & Phillion, J. (2016). Community schooling in Honduras: A simulated dialogue with Freire, Dewey and Pinar. In Jubin Rahatzad, Hannah Dockrill, Suniti Sharma, & JoAnn Phillion (Eds.). Internationalizing Teaching and Teacher Education for Equity Engaging Alternative Knowledges Across Ideological Borders (pp. 91-106). Charlotte, NC: Information Age Publishing.

• Michael J. Morris Grant for Scholarly Research, 2019-2020, Saint Joseph’s University
• Faculty Research Merit Award, 2017, Saint Joseph's University

1. Connecting preservice teachers to justice-involved youth for ending the school-to-prison pipeline
2. Exploring the relationship between school leadership and a humanizing culture of care
3. Preparing teachers with multicultural competencies for teaching in diverse K-12 classrooms