Journal Articles
In press
Marom, L., Switzer, A., & Bebzuck Marom, Y. (in press). “I don’t say that I’m White anymore. I’m Jewish”: Negotiations of Jewish identity after October 7 in Canadian higher education. Social Identities.
Marom, L., & Li, G. (in press). Teacher professionalism at a crossroad: Context, text, and consequences of recertification policies for internationally educated teachers in two Canadian provinces. Canadian Journal of Educational Administration and Policy.
Published
Marom, L. (2026). A bug or a feature? The marginalization of Jewish identity and antisemitism in the EDI landscape of Canadian higher education. Canadian Jewish Studies, 44.
Elizur, L., & Marom, L. (2026). “Where does that leave me? Isolated, alone, afraid, withdrawing”: The impacts of antisemitism and responses of Jewish faculty and staff in Canadian higher education. Journal of Human Behavior in the Social Environment.
Marom, L., Fontaine, P., Brunner, L. R., & Chhina, G. (2026). Standing in the doorway: The trajectory of Punjabi international students in Canadian higher education. Canadian Journal of Higher Education.
Marom, L. (2026). Perceptions of the “good teacher” in the recertification process of internationally educated teachers in Canada. Teachers and Teaching.
Marom, L., Elizur, L., & Kogan, C. (2026). “For the longest time, I felt like I had no allies”: Stigmatization and recognition of Jewish faculty in Canadian higher education. Canadian Journal of Higher Education, 56(3).
Chong, R., & Marom, L. (2026). Collaborative Indigenous OERs: Promises and tensions via two cases. In K. Lar-Son, D. Langille, T. Kootenayoo, N. Cardinal, & B. Wuetherick (Eds.), Indigenous knowledges and open education. The Journal of Open Educational Resources in Higher Education (JOERHE).
Marom, L. (2026). “The rupture is so big that I don’t think I will feel like I belong again”: Antisemitic microaggressions and the experiences of Jewish faculty in Canadian higher education. Race Ethnicity and Education.
Marom, L., & Xu, H. (2025). “I had to prove myself a hundred times more than the other teachers”: The experiences of internationally educated teachers in the Canadian school system. Teaching and Teacher Education.
Marom, L. (2025). “I don’t see the light at the end of the tunnel”: Hiring and employment of internationally educated teachers in Canada. Globalisation, Societies and Education.
Marom, L., & Switzer, A. (2025). Misunderstood, overlooked, and marginalized: The construction of Jews and antisemitism in EDI policies and plans in Canadian higher education. Canadian Journal of Higher Education, 55(2), 37–58.
Marom, L., & McNeney, A. (2025). Going against the institutional grain: The identity development of disabled students in higher education. Journal of Disability Studies in Education, 1–28.
Marom, L., & Hardwick, J. (2025). From access to inclusion: A call for a cultural shift in higher education. Higher Education, 89, 513–534.
Marom, L., & McNeney, A. (2024). Common misconceptions of disabled students: The construction of ableism in higher education. Journal of Diversity in Higher Education. Advance online publication.
Marom, L. (2023). Resistance, performativity, and fragmentation: The relational arena of EDI/D in Canadian higher education. Canadian Journal of Education/Revue Canadienne de l’éducation, 46(4), 1083–1114.
Marom, L. (2022). Outsiders-insiders-in between: Punjabi international students in Canada navigating identity amid intraethnic tensions. Globalisation, Societies and Education, 20(2), 221–235.
Marom, L. (2023). Market mechanisms’ distortions of higher education: Punjabi international students in Canada. Higher Education, 85, 123–140.
Marom, L. (2020). [Not] speaking truth to power: Ethical dilemmas of teacher candidates during practicum. Teaching and Teacher Education, 89, 1–9.
Marom, L. (2019). From experienced teachers to newcomers to the profession: The capital conversion of internationally educated teachers in Canada. Teaching and Teacher Education, 78, 85–96.
Marom, L. (2019). Under the cloak of professionalism: Covert racism in teacher education. Race Ethnicity and Education, 22(3), 319–337.
Marom, L., & Rattray, C. (2019). On the land gathering: Education for reconciliation. Critical Studies in Education, 63(1), 114–130.
Marom, L. (2018). Eastern/Western conceptions of the “Good Teacher” and the construction of difference in teacher education. Asia-Pacific Journal of Teacher Education, 46(2), 167–182.
Marom, L., & Ruitenberg, C. W. (2018). Professionalism discourses and neoliberalism in teacher education. Alberta Journal of Educational Research, 64(4), 364–377.
Marom, L. (2017). Mapping the field: Examining the recertification of internationally educated teachers. Canadian Journal of Education, 40(3), 157–190.
Marom, L. (2017). “We have to be really careful with what we say”: Critical discourses across difference in pre-service teacher education. Review of Education, Pedagogy, and Cultural Studies, 39(2), 161–189.
Marom, L. (2016). A new immigrant experience of navigating multiculturalism and Indigenous content in teacher education. Canadian Journal of Higher Education, 46(4), 23–40.
Marom, L. (2015). Contradicting trajectories of diversity and exclusion in policies related to internationally educated teachers in British Columbia. The International Journal of Interdisciplinary Civic and Political Studies, 10(2), 1–12.
Marom, L. (2007). On guilt and atonement: The Action Reconciliation organization and its activity in Israel. Yad Vashem Studies, 35(2), 187–220.