Dilys Schoorman's research interests in multicultural teacher education, immigrant education, family literacy, internationalization and faculty governance are informed by the principles of leadership for social justice. Her work with Maya immigrants and their educators in a Family Literacy program has been a catalyst in her development as a critical scholar. She enjoys collaborating with her students, colleagues and educators in the community.
2014 - FAU and College of Education "Scholar of the Year" award (Professor level)
Immigrant Education/ Family Literacy
Schoorman, D., Zainuddin, H., & Sena, R. (2019). Facilitating critical literacy among Maya immigrants through family literacy: Implications for university-community-school partnerships. Diaspora, Immigrant and Migrant Education. DOI: 10.1080/15595692.2019.1672651.
Schoorman, D., & Bousalis, R. (2018). Immigration. In M. Helmsing, A. McMahon Whitlock & D. G. Krutka (Eds.). Keywords in Social Studies. (pp. 325- 334). Peter Lang.
Mann, D., & Schoorman, D. (April, 2017). Uncovering bias against emerging bilingual students in language arts methods textbooks for pre-service teachers. Accepted for presentation at the annual conference of the American Education Research Association, San Antonio, TX, April 27- May 2 2017.
Schoorman, D. (2016) From the “ivory tower” to “the university of the poor”: A professor’s educational journey. Urban Education,. 51(7), 797-823. DOI:10.1177/0042085914549362
Schoorman, D., Acosta, M., Sena, R., & Baxley, T. (2012). Critical Pedagogy in HIV-AIDS education for a Maya immigrant community. Multicultural Perspectives, 14 (4), 194-200. http://www.tandfonline.com/doi/full/10.1080/15210960.2012.725317
Schoorman, D., Zainuddin, H., & Sena, R. (2011) The politics of a child study team: Challenges in advocacy for immigrant families. Journal of Multicultural Education. 18 (3), 30-37.
Schoorman, D. (2008). Contemporary issues in immigration. In Provenzo, G. (Ed.). Encyclopedia of Social and Cultural Foundations of Education. Thousand Oaks, CA: Sage.
Schoorman, D. & Zainuddin, H. (2008). What does an empowering curriculum look like? An analysis of a family literacy program for Guatemalan Maya families. Diaspora, Indigenous and Minority Education 2, 169-187.
Schoorman, D., Acosta, C. & Sena, R. (2008). Implementing Freirean perspectives in HIV-AIDS education among preliterate Guatemalan Maya immigrants. Journal of Thought, (Spring-Summer) 39-52.
Schoorman, D. (2006). "The Politics of ‘Literacy’ and ‘Justice’: A Critical Analysis of an Immigrant Teenager’s Murder Case and its Implications for Literacy Educators." International Journal of Learning, 12, (10), 319-326.
Schoorman, D. & Jean Jacques, V. (2003). Project CASAS: Facilitating the adaptation of recent immigrants through complex community-wide efforts. Equity and Excellence in Education, 36, 308-316.
Schoorman, D. (2001). Addressing the academic needs of immigrant students: Issues and trends in immigrant education. In C. Diaz, (Ed.). Multicultural Education for the 21st century (pp. 85-108). New York: Longman.
Multicultural Teacher Education/ Social Justice Leadership
Schoorman, D., & Minor, I. (2020). Re-skilling teachers and re-claiming our schools: A university-school district partnership for educational equity. Journal of Education Human Resources 38(4), 469-488. Special issue on Leadership for Social Justice and Equity in Educational and Community Contexts. DOI: 10.3138/jehr-2020-007.
Schoorman, D., Minor, I., Sohn, J., Foster, K., and Dean, S. (April, 2021). Critical consciousness and community building in equity-oriented teacher professional development: Reflections on a university-school partnership. Paper presented at the annual conference of the American Education Research Association.
Bogotch, I., Schoorman, D., & Reyes-Guerra, D. (2017). Educational curriculum leadership as currere and praxis. Leadership and Policy in Schools, 16(2) 303-327. Special issue on Bridging educational leadership studies and curriculum theory/Didaktik: US and Nordic/European Perspectives.
Schoorman, D. (2017) Why do we need multicultural education? In T. Baxley & K. Waldon (Eds.). Equity pedagogy: Teaching diverse student populations. Dubuque, IA: Kendall Hunt.
Baxley, T., & Schoorman, D. (2016). Culturally relevant education. In K. Lomotey (Ed.). Contemporary issues for people of color: Living, working and learning in the U.S. Volume 1: Education: pK-12 and Higher Education. Santa Barbara, CA: ABL-CLIO.
Bogotch, I., Schoorman, D., & Reyes-Guerra, D. (2017). Forging the needed dialogue between educational leadership and curriculum inquiry: Placing social justice, democracy, and multicultural perspectives into practice. In M. Uljens & R. Ylimaki (Eds.). Theory and research on educational leadership as curriculum work - Toward A comparative, international dialogue. New York: Springer.
Schoorman, D. (November, 2016). Battling the domestication of multicultural education: Insights from an institutional case study. Accepted for presentation at the annual conference of the National Association for Multicultural Education (NAME), Cleveland, OH, November 10-13, 2016.
Bogotch, I., Schoorman, D., & Reyes-Guerra, D. (August, 2016). Educational leadership and curriculum theory: Towards a common framework. Paper presented at the European Conference on Educational Research, Dublin, Ireland, August 22-26, 2016.
Bogotch, I., & Schoorman, D. (2015). Epilogue: Engaging dominant discourses. In C. Boske & A. Osanloo, (Eds.), Living the work: Promoting social justice and equity work in schools around the world. (pp. 427-434). Bingley, U.K.: Emerald Group.
Hector, J., Gatens, R., & Schoorman, D. (November, 2014). Developing and dismantling multicultural mandates: Lessons from Tucson in Florida. Paper presented at the annual conference of the National Association for Multicultural Education, Tucson, AZ, November 5-9, 2014.
Smetzer-Fox, S., & Schoorman, D. (November, 2013). A critical multicultural response to virtual education: Why I left my job. Paper presented at the annual conference of the National Association for Multicultural Education, Oakland Park, CA, November 6-10, 2013.
Sena, R., Schoorman, D. & Bogotch, I. (2013). Sister R. Leadership: Doing the seemingly impossible. Journal of Cases in Educational Leadership, 16(2), 33-43. Special Issue on “Children in Poverty: Preparing Educational Leaders to Assure Student Success.”
Robbins, L., Bogotch, I., & Schoorman, D. (2012). The heart of a caring leader. In C. Boske (Ed.). Educational Leadership: Building Bridges Among Ideas, Schools, and Nations. (pp. 327-354). Charlotte, NC: Information Age Publishing.
Schoorman, D. (2011). Reconceptualizing teacher education as a social justice undertaking: Underscoring the urgency for critical multiculturalism in early childhood education. Childhood Education 87(5), 341-344. Special issue on Teacher Preparation.
Shah, R., Gatens, R., Wachtel, J., & Schoorman, D. (November, 2011). Re-framing teacher professional development as emancipatory praxis: A case study. Paper presented at the Annual Conference of the National Association of Multicultural Education, Chicago, IL, November 2-5, 2011.
Schoorman, D., & Bogotch, I. (2010). Conceptualisations of Multicultural Education among teachers: Implications for practice in universities and schools. Teaching and Teacher Education, 26, 1041-1048.
Schoorman, D., & Bogotch I. (2010). Moving beyond ‘diversity’ to ‘social justice’: The challenge to re-conceptualize multicultural education. Intercultural Education 21 (1), 79-85.
** This article is included in the “Routledge Education Class of 2011” for being the most downloaded article published in Intercultural Education in 2010. Article accessible at: www.informaworld.com/10.1080/14675980903491916
Schoorman, D. (2002). Increasing critical multicultural awareness via technology: "Teachable moments" in a university-school partnership project. Journal of Teacher Education.53 (4), 356-369.
Swisher, K. & Schoorman, D. (2001). Learning styles: Implications for teachers. In C. Diaz, (Ed.). Multicultural Education for the 21st century (pp. 55-70). New York: Longman.
Critical Approaches to Research and Curriculum Inquiry
Schoorman, D., & Waldon, K. (April, 2016). Creating spaces for justice-oriented research: Critical reflections of a researcher/teacher and her advisor. Accepted for presentation at the annual conference of the American Educational Research Association (AERA), Washington DC, April 8-13, 2016.
Schoorman, D. (2016). Reconceptualizing the role of the educational researcher: A critical multicultural educator’s perspective. Critical Questions in Education, 8 (2), 116-137. Special Theme Issue on Critical Inquiry for the Social Good: Methodological Work as a Means for Truth-Telling in Education.
Schoorman, D. (2014). How should researchers act in the context of social injustice? Reflections on the role of the researcher as a social justice leader. In I. Bogotch & C. Shields, (Eds.), International Handbook of Social [In]Justice and Educational Leadership. (pp. 217-232). New York: Springer.
Schoorman, D. & Bogotch I. (2010). What is a Critical Multicultural Researcher? A Self-Reflective study of the Role of the Researcher. Journal of Education, Citizenship and Social Justice, 5 (3) 249-264..
Bogotch, I. & Schoorman, D. (March, 2008) Social Justice Research: Matters of Obligation, Resources, and, yes, Methods …. A Short Essay in Defense of Rhetorical Research. Paper presented at the annual conference of the American Educational Research Association, New York.
Internationalization / Global Education
Schoorman, D. (2020). Navigating identity and consciousness as an “outsider”: Professional integration at the intersections of gender, nationality and critical scholarship. In M. Barakat and M. A. Rodriguez (Eds.). Immigrant faculty in the academy: Narratives of identity, resilience and action. (pp. 79-92). Routledge.
Schoorman, D., Shah, R., & Leichtman, A. (2019). Teaching critical global consciousness among undergraduates: Insights of transnational multicultural educators. Multicultural Education Review [Special Issue]. DOI: 10.1080/2005615X.2019.1644039
Igualada, M., & Schoorman, D. (2013). Meeting the challenges of implementing global education in a time of standardization. In L. Nganga, J. Kambutu, & W. B. Russell III (Eds.). Exploring globalization opportunities and challenges in Social Studies contexts: Effective instructional approaches. (pp. 217-232). New York: Peter Lang.
Shah, R., Gatens, R., Schoorman, D. & Wachtel, J. (2013). Teaching Social Studies from a human rights perspective: Professional development in a context of globalization. In L. Nganga, J. Kambutu, & W. B. Russell III (Eds.). Exploring globalization opportunities and challenges in Social Studies contexts: Effective instructional approaches. (pp. 217-226). New York: Peter Lang.
Schoorman, D. (2000). What really do we mean by internationalization? Contemporary Education, 71 (4), 5-11.
Schoorman, D. (1999). The pedagogical implications of diverse conceptualizations of internationalization: A US-based case study. Journal of Studies in International Education, 3 (2), 19-46.
Schoorman, D. (2000). How is internationalization implemented? A framework for organizational practice. Educational Resources Information Center/ Higher Education Clearinghouse. (ED444426)
Schoorman, D. (2000). Internationalization: The challenge of implementing the organizational rhetoric. Educational Resources Information Center/ Higher Education Clearinghouse. (ED444427)
Faculty Governance/ Leadership for Social Justice Leadership
McEwan, D., & Schoorman, D. (April 2020). The Perspectives of Black Church Leaders on Their Roles in the Empowerment of Black Male Students. Paper accepted for presentation at the annual conference of the American Educational Research Association (AERA), San Francisco, CA, April 17-21, 2020.
Schoorman, D. (In press). The erosion of faculty governance. In J. L. DeVitis & P. A. Sasso (Eds.). Colleges at the crossroads: Taking sides on contested issues. New York, NY: Peter Lang Publishing.
Schoorman, D. (November, 2017). Becoming Institutional Leaders in Multicultural Education: Perspectives of a Department Chair/Female of Color. Paper presented at the annual conference of the National Association for Multicultural Education (NAME), Salt Lake City, UT, November 1-5, 2017.
Schoorman, D. (2015). (Re-)working the system from within through faculty governance. In J. Ryan & D. Armstrong (Eds.), Working (With/out) the system: Educational leadership, micropolitics and social justice. (pp. 205-228). Charlotte, NC: Information Age.
Schoorman, D., Gatens, R., & Baxley, T. (April, 2014). Countering neoliberal perspectives through active faculty senates: A case study and wake up call. Paper presented at the annual conference of the American Education Research Association, Philadelphia, PA, 2014.
Schoorman, D. & Gatens, R. (November, 2013). University faculty governance: The new arena for activism among multicultural educators. Paper presented at the annual conference of the National Association for Multicultural Education, Oakland Park, CA, 2013, November 6-10, 2013.
Schoorman, D. (2013.) Resisting the unholy alliance between a university and a prison company: Implications for faculty governance in a neoliberal context. Cultural Studies < = > Critical Methodologies 13(6), 510-519. DOI: 10.1177/1532708613503777.
Schoorman, D., & Acker-Hocevar, M. (2013). Faculty governance in neoliberal educational contexts: Challenges for democratic decision making. Interchange, 43(3), 265-285. DOI:10.1007/s10780-013-9177-z. Special issue on Neoliberal Networks in Higher Education.
Schoorman, D., & Acker-Hocevar, M. (2010). Viewing faculty governance within a social justice framework: Struggles and possibilities for democratic decision making in higher education. In Equity and Excellence in Education, 43 (3), 310-325. Special issue on Social Justice in Higher Education.
Acker-Hocevar, M. & Schoorman, D. (November, 2006). Building democratic faculty governance as critical decision making: The politics of listening and giving voice. Presented at the annual conference of the University Council for Educational Administration, San Antonio, TX.
Dr. Dilys Schoorman
Professor, Curriculum, Culture and Educational Inquiry
Department of Curriculum, Culture, and Educational Inquiry
Office Location: ED 47 - 467