Brendan Oconnor

O’Connor, B.H. (2026). The slime mold and the rhizome: Minimal cognition, resource orientations, and street-level language policy. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2026.2671161. Open Accessible Summaries in Language Studies: https://www.oasis-database.org/details/0skbhacps

O’Connor, B.H. (2025). Legitimate peripheral participation in observational astronomy: Insights from an ethnography of undergraduate research experiences. Science Education. https://doi.org/10.1002/sce.70043

O’Connor, B.H. (2025). “Not enough anthropologists to go around”: Sister Inez Hilger’s applied anthropology. Annals of Anthropological Practice, e70024. https://doi.org/10.1111/napa.70024

Warr, M., Dicochea, L., Flores, S., Holmes, T., O’Connor, B.H., Garcia, D.R., Martínez-Orozco, R. (2025). Leveraging interdisciplinary problem-based learning for social impact in graduate education. Interdisciplinary Journal of Problem-Based Learning, 19(1).  https://doi.org/10.14434/ijpbl.v19i1.36159

Garcia, D.R., & O’Connor, B.H. (2024). Aspiring to shape education policy for equity: Lessons from graduate education. Policy Futures in Education. https://doi.org/10.1177/14782103241287571

O’Connor, B.H., & Szkupinski Quiroga, S. (2024). Applying anthropology to transform migrant/seasonal farmworker experiences in higher education. Practicing Anthropology. https://www.tandfonline.com/doi/full/10.1080/08884552.2024.2361057

O’Connor, B.H. (2024). Scholarly talks: A quick fix for authentic intellectual engagement in small-group cooperative learning. College Teaching. https://doi.org/10.1080/87567555.2024.2342907

O’Connor, B.H. (2024). Arguing with objects and bodies: Material entanglements and embodied reasoning in science learner interaction. Classroom Discourse. https://doi.org/10.1080/19463014.2024.2332725

O’Connor, B.H., & Canizales, S.L. (2023). Thresholds of liminality: Discourse and embodiment from separation to consummation among Guatemalan Maya youth workers in Los Angeles. International Journal of the Sociology of Language, 279, 155-179. (Special issue: Youth at the Margins: Ethnographic Perspectives on Language and Liminality). https://doi.org/10.1515/ijsl-2022-0035

O’Connor, B.H. (2022). To walk the same road: Convivial possibilities and ethical affordances in borderlands schooling. Anthropologica, 64(2), 1-25. (Thematic section: Dignity, Conviviality, and Moral Contests of Belonging). https://doi.org/10.18357/anthropologica6422022365

O’Connor, B.H., Kirsch, H., & Maestas, N. (2022). “I learned that I don’t have to change”: Migrant/seasonal farmworker undergraduates’ experiences at academic conferences. International Journal of Qualitative Studies in Education. http://dx.doi.org/10.1080/09518398.2022.2097746

Canizales, S.L., & O’Connor, B.H. (2022). “Maybe not 100%”: Co-constructing language proficiency in the Maya diaspora. International Multilingual Research Journal. http://dx.doi.org/10.1080/19313152.2022.2065598

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