Assistant Professor
Department of Teaching & Learning

Jihea Maddamsetti

NORFOLK, 23529


Teacher Education and Professional Development
Critical Race Theory
Urban Education
ESL/ELL Learners


Maddamsetti, J. (2023). Can Subaltern, Multilingual and Multidialectical Bodies Feel? An Aspirational Call for Undoing the Coloniality of Affects in English Learning and Teaching. Taboo: The Journal of Culture and Education , pp. 1-40.
Maddamsetti, J. (2023). Diffractively Thinking about Teacher Identity in Body Mapping as Performance, Intersectional Positionality, and Material-Discursive Enactment. The Qualitative Report 28 (9) , pp. 2540-2561.
Maddamsetti, J. (2023). Navigating Emotion Work by Using Community Cultural Wealth: Student Teaching Experiences of Teacher Candidates of Color. Equity & Excellence in Education , pp. 1-34.
Maddamsetti, J. (2022). Drawing Bodies and Mapping Pedagogical Spaces: Multimodal Counternarratives of Elementary Teacher Candidates of Color in Urban Field Sites Introduction. The Urban Review , pp. 1-33.
(2022). Using Body Maps to Understand Elementary Teacher Candidates’ Embodied Understanding of Care Related to Intersectional Marginalization during the COVID-19 Pandemic. Action in Teacher Education , pp. 1-20.
Maddamsetti, J. (2021). Cultivating Asset-, Equity-, and Justice- Oriented Identities: Urban Field Experiences of Elementary Preservice Teachers of Color. Urban Education , pp. 1-21.
Maddamsetti, J. (2021). Elementary ESL Teachers’ Advocacy for Emerging Bilinguals: A Third Space Perspective. Pedagogies: An International Journal , pp. 1-17.
Maddamsetti, J. (2021). Exploring an Elementary ESL Teacher’s Emotions and Advocacy Identity. International Multilingual Research Journal , pp. 1-19.
Maddamsetti, J. (2021). Navigating Emotion Work by Using Community Cultural Wealth: Student Teaching Experiences of Teacher Candidates of Color . Equity & Excellence in Education , pp. 1-34.
Maddamsetti, J. (2020). Cultivating Culturally Relevant and Sustaining Pedagogy through Field Experiences: Discourses of Elementary Preservice Teachers of Color. The New Educator 16 (4) , pp. 352-375.
Maddamsetti, J. (2020). Elementary pre-service teachers’ practice of racial literacy: analysis of small stories in online critical inquiry communities. Teaching Education , pp. 1-21.
Suh, Y., Daugherity, B. J., Maddamsetti, J. and Branyon, A. (2020). Experiences of African American Teachers in Desegregated PK–12 Schools: A Systematic Literature Review. 17 (2) , pp. 271-293.
Maddamsetti, J. (2020). Intersectional Identities and Teaching Practice in an Elementary General Classroom: A Case Study of a Plurilingual Teacher Candidate. Journal of Language, Identity & Education 19 (5) , pp. 1-17.
Maddamsetti, J. (2020). Analyzing Elementary Teachers’ Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives. Journal of Language, Identity, and Education , pp. 1-18.
Liao, W. and Maddamsetti, J. (2019). Transnationality and Teacher Educator Identity Development: A Collaborative Autoethnographic Study. Action in Teacher Education 41 (4) , pp. 287-306.
Maddamsetti, J. (2019). Where All the Good Teachers are Cape Verdean Americans: A White Teacher’s Identity Positionings in an Urban Elementary School. The Urban Review 52 (1) , pp. 100-126.
Maddamsetti, J. (2018). Perceptions of pre-service teachers on mentor teachers’ roles in promoting inclusive practicum: case studies in US elementary school contexts. Journal of Education for Teaching 44 (2) , pp. 232-236.
Maddamsetti, J., Flennaugh, T. and Rosaen, C. (2018). Who should teach? A Chinese teacher candidate’s understandings of a good teacher and racialised experiences. Asia-Pacific Journal of Teacher Education 46 (2) , pp. 148-166.
Maddamsetti, J. (2017). Creating a Counter-Space through Listening to and Learning from a Korean Preservice Teacher’s Experience. Journal of Educational Issues 3 (1) , pp. 141-154.