(All downloadable publications are available at my Research Gate site )
PEER REVIEWED JOURNALS
Lozenski, B.D. (2019). Constructing a Dual-Subjectivity: Understanding the Intersection of Ethnic Studies and YPAR. Global Journal of Transformative Education. 1:1, 26-37.
Lozenski, B.D. & Chinang, G. (2019). Commodifying People, Commodifying Narratives: Toward A Critical Race Media Literacy. International Journal of Critical Media Literacy. 1:1, 79-92.
Lozenski, B.D. (2018). On the Mythical Rise of White Nationalism and Other Stranger Things.Journal of Language and Literacy Education. March, 2018, Scholars Speak Out.
Brian D. Lozenski (2017) Beyond Mediocrity: The Dialectics of Crisis in the Continuing Miseducation of Black Youth. Harvard Educational Review: Summer 2017, Vol. 87, No. 2, pp. 161-185.
Caraballo, L., Lozenski, B., Lyiscott, J., & Morrell, E. (2017). YPAR and Critical Epistemologies: Rethinking Educational Research. Review of Research in Education. 41(1). pp. 311-336.
Brian D. Lozenski (2017) Pedagogies of Black Eldership: Exploring the Impact of Intergenerational Contact on Youth Research, Multicultural Perspectives, 19:2, 65-75.
Lozenski, B.D. (2016). Jazz researchers: riding the dissonance of pedagogy and inquiry. Critical Questions in Education, Special Issue on Critical Inquiry for the Social Good: Methodological Work as a Means For Truth-Telling in Education. 7(3), p. 268-286.
Pyscher, T. & Lozenski, B. (2014). Throwaway Youth: The Sociocultural Location of Resistance to Schooling. Equity & Excellence in Education, 47(4), 531-545. Special Issue: Breaking the Pipeline: Understanding, Examining, and Dismantling the School-to-Prison Pipeline.
Lozenski, B. D., Casey, Z. A., & McManimon, S. K. (2013). Contesting Production: Youth participatory action research in the struggle to produce knowledge. Works and Days 61/62, Vol. 31, p. 99-118.
Lozenski, B. D., (2013). Surveying the Flames: A Review of Sonya Douglass Horsford’s Learning in a Burning House. Urban Education, DOI: 10.1177/0042085913485957.
Casey, Z. A., Lozenski, B. D., & McManimon, S. K. (2013). Neoliberal teachers, neoliberal pedagogy: Racializing and historicizing classroom management. Journal of Pedagogy, 4(1), p. 36-58.
McManimon, S. K. Lozenski, B. D., & Casey, Z. A. (2013). A Curriculum of Permanent War: JROTC and the Military Occupation of US Schools. Journal of Peace Education, 6(1), p. 62-78.
Lozenski, B. & Smith, C. (2012). Pen 2 Paper 2 Power: Lessons from an arts-based literacy program serving Somali youth. Equity & Excellence in Education, 45(4), p. 596-611.
Pyscher, T. & Lozenski, B.D. (2016). “I got in trouble, but I really didn’t get caught”: The discursive construction of “Throwaway Youth”. In K. Varner, L. Martin, R. Mitchell, and A. Daneshzadeh (Eds.) Dismantling the School to Prison Pipeline. Lexington Press.
Lozenski, B.D. (2016). “Burn Hollywood Burn”: The political economy of degradation. In R. Brock, D. Nix-Stevenson, and P. Chamness Miller-Kuriyama (Eds.) Critical Black Studies Reader. New York: Peter Lang.
Lozenski, B. D. & Daphnis, J. (2015). “Trayvon, Medicine, and Education in the U.S.: Moving Away from Individualized Analyses of Race.” Trayvon Martin In US: An American Tragedy. Emmanuel Harris II and Antonio Tillis, Eds. New York: Peter Lang Publishing. Black Studies and Critical Thinking Series.
Smith, C. & Lozenski, B. D. (2014). “I do not need help to define myself”: The Self-Location of Somali Immigrant Youth Through Discourse and Agency. In B.J. Porfilio, D. Roychoudhury, & L.M. Gardner (Eds.) See you at the crossroads: Hip Hop scholarship at the intersections. The Netherlands: Sense Publishers.
Lozenski, B. (2012), “Rebellion Politik: A Tale of Critical Resistance Through Hip-Hop from St. Paul to Havana.” In Porfilio, B. & Viola, M. (Eds.) Hip-Hop(e): The Cultural Practice and Critical Pedagogy of International Hip-Hop. New York: Peter Lang Publishing, Inc.
McManimon, S., Casey, Z., & Lozenski, B. (2012). “A Pedagogy of Ceaseless War: JROTC and the Military Occupation of US Schools” In Carr, P. & Porfilio, B. (Eds.) Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem? London: Routledge.
Lozenski, B.D. (2017). Review of Sabina Vaught’s Compulsory. Teachers College Record.
Lozenski, B. D. & Ford, G. E. (2014). From Individualism to Interconnectedness: Exploring the transformational potential of a community generated methodology. In B. Ngo & K. Kumashiro (Eds.) Six Lenses for Anti-Oppressive Education, 2nd Edition. New York: Peter Lang.
Lipsitz, G., Lozenski, B. D. & Ford, G.E. (2014). Conversation: Critical Bifocality in a Time of Danger. In B. Ngo & K. Kumashiro (Eds.) Six Lenses for Anti-Oppressive Education, 2nd Edition. New York: Peter Lang.
McManimon, S. K., Lozenski, B. D., Casey, Z. A.(2013). Soldiers of Students?: JROTC, the Military Presence in Schools, and Educating for Permanent War. In B. J. Porfilio & Gorlewski, J. (Eds.), Left behind in the Race to the Top: Realities of education reform. Charlotte, NC: Information Age Publishing.
Casey, Z. A., McManimon, S. K., Lozenski, B. D., & Lensmire, T. J. (2013) “White Privilege and Whiteness.” In Encyclopedia of Race and Racism (2nd ed.). Detroit: Macmillan Reference USA/Thomson Gale.
Cushing-Leubner, J. & Lozenski, B.D. (in press). “I’m in the ocean! I’m in the ocean!!”: Standing with youth at the waters of heritage literacy. In K. Schmitz and N. Grant Radical youth pedagogy: Flipping the culture of the classroom. New York: Peter Lang.