Scholarly Publications

Peer-Reviewed Journal Article Publications

 

Almanssori, S. (2025). The snitch factor: The harms associated with disclosing technology-facilitated sexual violence in schools. British Journal of Sociology of Education, 1–19. https://doi.org/10.1080/01425692.2025.2590616

Almanssori, S. (2025). The Andrew Tate effect: a hidden curriculum of manosphere ideology in secondary schools. Gender and Education, 1–19. https://doi.org/10.1080/09540253.2025.2568435

Almanssori, S., Aderinto, A., & Paskaran, L. (2025). “It feels like a prison”: Students, teachers, and administrators speak to ubiquity of digital violence in secondary schools. International Journal of Adolescence and Youth, 1–17. https://doi.org/10.1080/02673843.2025.2536798

Almanssori, S. (2025). Epistemic justice, continuum thinking, and discomfort pedagogy: teacher candidates engage with doing equity work through the vantage point of sexual violence prevention. Journal of Curriculum and Pedagogy, 1–26. https://doi.org/10.1080/15505170.2025.2536171

Almanssori, S., & Paskaran, L., & Mendes, K. (2025). Technology facilitated sexual violence perpetration as a tool for gender policing in secondary schools. Journal of Youth Studies, 1–17. https://doi.org/10.1080/13676261.2025.2531789

Almanssori, S., & Paskaran, L. (2025). An intersectional narrative inquiry into why Black and racialized teachers quit the profession. Equity in Education & Society, 1–18. https://doi.org/10.1177/27526461251326911

Almanssori, S. (2025). Ontario secondary teacher comfort with sexual violence prevention education. McGill Journal of Education/Revue Des Sciences De l’éducation De McGill, 59(3), 147–167. https://doi.org/10.26443/mje/rsem.v59i3.10131  ‍ ‍

Almanssori, S. & Saleh, M. (2023). Hijabi girlhood in the intersections: Violence, resistance, reclamation. A special issue of Girlhood Studies: An Interdisciplinary Journal, 16(3), ix–xxi. https://doi.org/10.3167/ghs.2023.160302

Almanssori, S. (2023). Public pedagogy of hijabi girlhood: An analysis of #MyHijabStory YouTube vlogs. Girlhood Studies: An Interdisciplinary Journal, 16(3), 18–34. https://doi.org/10.3167/ghs.2023.160304

Almanssori, S. (2022). Sexual violence prevention is missing in teacher education: perspectives of teacher candidates on prevention education. Sex Education, 1-15. doi: 10.1080/14681811.2022.2108391

Almanssori, S. (2022). A feminist inquiry into Canadian pre-service teacher narratives on sex education and sexual violence prevention. Gender and Education, 1-16. doi: 10.1080/09540253.2022.2101195

Vanner, C., Holloway, A., & Almanssori, S. (2022). Teaching and learning with power and privilege: Student and teacher identity in education about gender-based violence. Teaching and Teacher Education, 1-12. doi: 10.1016/j.tate.2022.103755

Vanner, C. & Almanssori, S. (2021). “The whole truth”: Student perspectives on how Canadian teachers should teach about gender-based violence. Pedagogy, Culture, and Society, 1-20. doi: 10.1080/14681366.2021.2007987

Almanssori, S. & Stanley, M. (2021). Public pedagogy on sexual consent and violence: A feminist discourse analysis of YouTube vlogs after #MeToo. Journal of Curriculum and Pedagogy, 18(1), 1-24. doi: 10.1080/15505170.2021.1895382

Almanssori, S. & Hillier, K. (2020). Frontline workers from home: A feminist duoethnographic inquiry of mothering, teaching, and academia in the context of COVID-19. Journal of Motherhood Initiative, 11(2), 171-188. https://jarm.journals.yorku.ca/index.php/jarm/article/view/40613

Almanssori, S. (2020). Feminist pedagogy from pre-access to post-truth: A literature review. Canadian Journal for New Scholars in Education, 11(1), 54-68. https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/69579

Barrett, B.J., Almanssori, S., Kwan, D.L., & Waddick, E. (2015). Feminism within domestic violence coalitions: A quantitative content analysis. Affilia: Journal of Women and Social Work, 29(3), 359-371. doi: 10.1177/0886109915578729

Book Chapters

 

Greig, C. & Almanssori, S. (2024). Men, masculinities, and early childhood education. In Wilson, L. (Ed). Partnerships: Families and communities in early childhood. Cengage Canada (7th Ed.). https://www.cengage.ca/c/partnerships-families-and-communities-in-early-childhood-7e-wilson/9781778415531/?filterBy=Higher-Education‍ ‍

Almanssori, S. (2022). #MeToo and the feminist digital imaginary: Public digital pedagogy on sexual consent and violence. In D. Clover, K. Harman, K. Sanford, & S. Williamson (Eds). Feminism, Adult Education and Creative Possibility: Imaginative Responses (pp. 129–140). Bloomsbury Publishing Inc.  doi: 10.5040/9781350231078.ch-9

Other Publications

Almanssori, S. (2025). Ontario’s Bill 33 expands policing in schools and will erode democratic oversight. The Conversation. https://doi.org/10.64628/AAM.swfsxpsjd

Almanssori, S. & Saleh, M. (2025). Hijabi girlhoods. In E.E. Blair, S.L. Deckman (Eds.). The SAGE Encyclopedia of Education and Gender. Sage. https://doi.org/10.4135/9781071926697.n132

Vanner, C. & Almanssori, S. (2024). Efforts to enhance education about gender-based violence: A teacher workshop and toolkit. Studies in Social Justice, 18(2), 362–371. https://doi.org/10.26522/ssj.v18i2.4476

Trent-Rennick, K., Vanner, C. & Almanssori, S. (2024). Time to teach about gender-based violence in Ontario. Education Forum. https://education-forum.ca/2024/06/24/time-to-teach-about-gender-based-violence-in-ontario-schools/

Almanssori, S. & Saleh, M. (2024). Girls in hijab experience overlapping forms of racial and gendered violence. The Conversation. https://theconversation.com/girls-in-hijab-experience-overlapping-forms-of-racial-and-gendered-violence-219786

Almanssori, S. (2022). Teaching middle school students about structural racism with Trevor Noah’s Born a Crime. Radical Teacher, 123, 63-65. doi: 10.5195/rt.2022.1049