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Pratt, S. & Rosiek, J. (under contract).  Posthuman empiricism: agency, ethics, and politics in social inquiry.  (Routledge). Series Editor: Norman Denzin & Michael Giardina.

Rosiek, J. (2019). School segregation: a realist view.  Phi Delta Kappan, 100(5).

Rosiek, J., Snyder, J., & Pratt, S. (2019). The New Materialisms and Indigenous Theories of Non-Human Agency: making the Case for Respectful Anti-Colonial Engagement.  Qualitative inquiry.  

Rosiek, J. & Snyder, J. (2018). Narrative Inquiry and New Materialism: Stories as (Not Necessarily Benign) Agents. Qualitative inquiry.  

Rosiek, J. (2018). Critical race theory meets posthumanism: lessons from a study of racial resegregation in public schools.  Race, ethnicity, and education, 22 (1), 1-20.

Rosiek, J. (2018). Agential realism and educational ethnography: guidance for application from Karen Barad’s new materialism and Charles Sanders Peirce’s material semiotics.  In D. Beach, S. Marques da Silva, C. Bagley (Eds.) The Wiley handbook of ethnography and education,(403-422).  London: Wiley.

Rosiek, J. (2018). Art, agency, and ethics in research: how the new materialisms will require and transform arts-based research.  In P. Leavy (Ed.), The handbook of arts-based research, (632-648). New York: The Guilford Press.

Rosiek, J. (2018). Afterward: The Ethics and Politics of Narrative Inquiry. In J. Clandinin, V. Caine, & S. Lessard (Eds.) The Relational Ethics of Narrative Inquiry, 204-209. New York: Routledge.

Rosiek, J. (2018). Art, Agency, and Inquiry: Making connections Between New Materialism and Pragmatism in Arts-Based Research.  In R. Siegesmund & M. Cahnmann-Taylor (eds.), Arts-Based Research in Education,32-47.  New York: Routledge.

Rosiek, J., Schmitke, A., & Heffernan, J. (2017). Queering teacher education curriculum: a case study of lessons learned in the transformation of a teacher education program,” Curriculum and teaching dialogue. 19(1), 3-17. (Winner of the 2018 Association for Curriculum and Teaching Hunkins Distinguished Article on Teaching Award.)

Rosiek, J. & Gleason, T. (2017). The philosophy of teacher education research: an onto-ethical turn. In J. Clandinin and J. Husu (Eds.), The Sage Handbook of Research on Teacher Education(29-48).  Thousand Oaks: Sage Publishing.

Rosiek, J. & Kinslow, K. (2016). Resegregation as curriculum: the meaning of the new segregation in public schools.  New York: Routledge.  (Winner of the 2016 Association for Curriculum and Teaching O.L. Davis Book of the Year Award).

Rosiek, J. & Jean Clandinin (2016). Teachers as curriculum makers.  In Wyse, D., Hayward, L., & Pandya, J. (Eds.), The Sage Handbook of Curriculum, Pedagogy, and Assessment, (293-308).  Thousand Oaks: Sage Publishing.

Rosiek J. & Heffernan, J. (2014). Can’t code what the community can’t see: a case of the erasure of gendered harassment.  Qualitative inquiry. 20(7), 726-733

Rosiek, J. (2013). Pragmatism and post-qualitative futures. International journal of qualitative studies in education.26(6), 692-705.