The Reflexivity of Pain and Privilege: Auto-ethnographic Collections of Mixed Identity
Mawhinney, L. (2019). Being ambiguously brown in Africa: An autoethnography of biracial identity in three acts. In E. Hurd (Ed). The reflexivity of pain and privilege: Auto-ethnographic collections of mixed identity. Rotterdam, Netherlands: Sense Publishing.
Mentoring at Minority Serving Institutions: Theory, Design, Practice, and Impact
Mawhinney, L. & Petchauer, E. (2018). Mentoring Black pre-service teachers to the classroom: An othermothering/otherparenting approach. In J. McClinton, D. S. Mitchell, G. B. Hughes, & M. A. Melton (Eds). Mentoring at Minority Serving Institutions (MSIs): Theory, design, practice, and impact. Charlotte, NC: Information Age Publishing.
Black Participatory Research: Power, identity, and the struggle for justice in education
Mawhinney, L. (2016). Be catty and piss on your work: A cautionary tale. In E.R. Drame & D.J. Irby (Eds). Black participatory research: Power, identity, and the struggle for justice in education. New York: Palgrave Macmillan.
Review of book: (2018). Urban Education. 53(4), 584-588. See Review
Our Stories in Philadelphia: Joint reflections on an 18-year urban immersion program for pre-service teachers
Mawhinney, L. (2011). Coming home: An urban teacher’s return as a professor. In J.Q. Bao, G.R. Bieger, & L.A. Vold (Eds). Our stories in Philadelphia: Joint reflections on an 18-year urban immersion program for pre-service teachers (pp. 178-182). Bloomington: Trafford Publishing.
Observation of Teaching: Bridging theory and practice through research on teaching
Mawhinney, L. (2010). It’s not you, it’s me: A teacher’s reflection of self-discovery through Delpit’s culture of power theory. In G. Park, H. Widodo, & A. Cirocki (Eds). Observation of teaching: Bridging theory and practice through research on teaching (pp. 99-108). Munich: Lincom Europa.