O’Connor, B.H. (2021). Culture, after all. (Reflection on the Field). Anthropology & Education Quarterly. https://doi.org/10.1111/aeq.12371
Canizales, S.L., & O’Connor, B.H. (2021). From preparación to adaptación: Language and the imagined futures of Maya-speaking Guatemalan youth in Los Angeles. In D.S. Warriner (ed.) Refugee Education across the Lifespan, pp. 103-119. Educational Linguistics, vol 50. Cham: Springer. https://doi.org/10.1007/978-3-030-79470-5_6
O'Connor, B.H. (2020). Revisiting Americanist arguments and rethinking scale in linguistic anthropology. Journal of Linguistic Anthropology. https://doi.org/10.1111/jola.12280
O’Connor, B.H., Mancinas, O., & Troxel Deeg, M. (2020). Drops in the ocean: Rooted academic identities and transformational resistance in a College Assistance Migrant Program. Journal of Latinos and Education, 1-16. https://doi.org/10.1080/15348431.2020.1783267
O’Connor, B.H., Mortimer, K.S., Bartlett, L., de la Piedra, M.T., Gomes, A.M.R., Mangual Figueroa, A., Novaro, G., Orellana, M.F., & Ullman, C. (2019). Cruzar fronteras em espaços acadêmicos: Transgressing “the limits of translanguaging.” Applied Linguistics Review. https://doi.org/10.1515/applirev-2019-0003
O'Connor, B.H. (2019). "Everything went boom": Kinship narratives of transfronterizo university students. The Journal of Latin American & Caribbean Anthropology, 24(1), 242-262. http://dx.doi.org/10.1111/jlca.12346
O’Connor, B.H. (2018). “Too much cream on the tacos”: Narrative and moral personhood in transfronterizo experience. Association of Mexican American Educators (AMAE) Journal, 12(2), 153-181. http://dx.doi.org/10.24974/amae.12.2.398
O’Connor, B.H. (2018). Introduction to the invited special issue: Linguistic hegemony and counterhegemonic discourse in the borderlands. Association of Mexican American Educators (AMAE) Journal, 12(2), 6-19. http://amaejournal.utsa.edu/index.php/amae/article/view/392/303
O’Connor, B.H. (2018). Cross-border mobility and critical cosmopolitanism among South Texas university students. Teachers College Record, 120(5). http://www.tcrecord.org/Content.asp?ContentId=22115
O’Connor, B.H., & Mangual Figueroa, A. (2017). A time to keep silence and a time to speak. Anthropology & Education Quarterly, 48(4), 411-419. Special issue: Educational Anthropologists Respond to the 2016 U.S. Presidential Election. http://dx.doi.org/10.1111/aeq.12216
O’Connor, B.H. (2017). Language out of place: Transgressive semiotics and the lived experience of race in borderlands education. Journal of Language, Identity & Education, 16(3). http://dx.doi.org/10.1080/15348458.2017.1283991
O’Connor, B.H., & González, N. (2017). Language education and culture. In T. McCarty (Ed.) Language Policy and Political Issues in Education, Vol. 1 of Encyclopedia of Language and Education, 3rd Edition, S. May, Ed. (pp. 1-12). Heidelberg: Springer. https://link.springer.com/referenceworkentry/10.1007/978-3-319-02344-1_5
O’Connor, B.H. (2016). Racializing discourse in public and private: Social differentiation and the question of Mexicanness at an Arizona high school. Anthropology & Education Quarterly, 47(2), 130-147. http://onlinelibrary.wiley.com/doi/10.1111/aeq.12145/full
Casanova, S., O’Connor, B.H., & Anthony-Stevens, V. (2016). Ecologies of adaptation for Mexican Indigenous im/migrant children and families in the U.S.: Implications for Latino studies. Latino Studies, 14(2), 192-213. https://link.springer.com/article/10.1057/lst.2016.4
O’Connor, B.H., & Zentz, L. (2016). Theorizing mobility in semiotic landscapes: Evidence from South Texas and Central Java. Linguistic Landscape: An International Journal, 2(1), 26-50. http://dx.doi.org/10.1075/ll.2.1.02oco
O’Connor, B.H. (2015). “I heard it wasn’t really a myth”: Enacting and contesting expertise in an Arizona science classroom. Linguistics and Education, 31, 30-43. http://dx.doi.org/10.1016/j.linged.2015.04.001
O’Connor, B.H., & Crawford, L. (2015). An art of being in between: The promise of hybrid language practices. In Y. & D. Freeman (Eds.) Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals (pp. 149-173). Bingley, UK: EmeraldBooks. http://www.emeraldinsight.com/doi/full/10.1108/S1479-368720150000024008
O’Connor, B.H., & Brown, G. (2014). Just keep expanding outwards: Embodied space as cultural critique in the life and work of a Navajo hip hop artist. In L. Wyman, T. McCarty, & S. Nicholas (Eds.) Indigenous Youth and Multilingualism: Language Identity, Ideology, and Practice in Dynamic Cultural Worlds (pp. 48-69). New York: Routledge. https://asu.pure.elsevier.com/en/publications/just-keep-expanding-outwards-embodied-space-as-cultural-critique-
González, N., Wyman, L., & O’Connor, B.H. (2011). The past, present, and future of “Funds of Knowledge”. In B. Levinson & M. Pollock (Eds.) A Companion to the Anthropology of Education (pp. 481-494). Malden, MA: Wiley-Blackwell. http://onlinelibrary.wiley.com/doi/10.1002/9781444396713.ch28/summary
