Michiko Hikida
Social Sciences · The Ohio State University
Publications
32
Citations
604
Est. group size
~4
Recurring co-author estimate
Active years
13
Publishing since 2013
Michiko Hikida studies literacy teaching and learning, focusing on how classroom talk, teacher preparation, and language ideologies (including translanguaging and neoliberal discourses) shape reading and writing instruction, especially in relation to race, equity, and high-stakes testing. Her work often examines everyday classroom interactions to understand how teachers and students construct meaning, identity, and critique within institutional pressures. This research area sits within education and applied linguistics, drawing on discourse analysis methods.
Publication output has been fairly steady over the last decade, averaging about 2-3 papers per year in the last five years, with a notable peak of six publications in 2023 and a gap in 2021.
Generated by claude-sonnet-5 from public bibliographic data · Jul 20, 2026
- A Reconstructive Stance to Analyzing Op-Ed Writing as Resistance to “Divisive Concepts” Legislation
Literacy Research Theory Method and Practice · 2025
- Keeping Teachers Off Balance: Neoliberalism and Fragmented Subjectivity in Everyday Classroom Life
The Urban Review · 2024
- Engaging with Engagement: Interrogating Preservice Teachers’ Theories of Engagement in Their Literacy Planning and Reflection
Action in Teacher Education · 2023
- Guest editorial: Introduction: Reconstructive discourse analysis as an approach to redressing racism in critical studies of literacy
English Teaching Practice & Critique · 2023
- Connected threads
English Teaching Practice & Critique · 2023
- Making sense of reading’s forever wars
Phi Delta Kappan · 2022
- From reflection to analysis: Languaging literacy teaching and learning
Teaching and Teacher Education · 2022
- Teachers’ content knowledge about oral language: measure development and evidence of initial validity
Reading and Writing · 2022
- Contesting Science That Silences: Amplifying Equity, Agency, and Design Research in Literacy Teacher Preparation
Reading Research Quarterly · 2020
- “As the Test Collapses In”: Teaching and Learning Amid High-Stakes Testing in Two Urban Elementary Classrooms
Urban Education · 2020
- Unpacking Everyday Critical Pedagogy: Languaging Critique and Dialogue
Literacy Research Theory Method and Practice · 2020
- Languaging Neoliberalism: Examining the Construction of Neoliberal Subjectivities and Ideologies in Everyday Classroom Life
Proceedings of the 2020 AERA Annual Meeting · 2020
- Reviewing How Preservice Teachers Are Prepared to Teach Reading Processes: What the Literature Suggests and Overlooks
Journal of Literacy Research · 2019
- Languaging, Race, and (Dis)ability
2019
- An Introduction to the CITE-ITEL Database: Access, Dialogue and Possibility
Contemporary Issues in Technology and Teacher Education Journal · 2019
- Literacy Research Theory Method and Practice×4
- Research in the Teaching of English×3
- Journal of Literacy Research×2
- English Teaching Practice & Critique×2
- International Multilingual Research Journal×1
- Stephanie Power‐Carter
Social Sciences · The Ohio State University
- Trish Morita‐Mullaney
Social Sciences · Purdue University West Lafayette
- Onur Özkaynak
Social Sciences · The Ohio State University
- Leslie C. Moore
Social Sciences · The Ohio State University
- Kendall A. King
Social Sciences · The Ohio State University
This profile was generated automatically from public scholarly data (OpenAlex). Group size and activity levels are estimates derived from co-authorship patterns.
Last updated Jul 19, 2026.
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