Nicole Louie
Biographic Data
| ID | 4636534 |
|---|---|
| NAME | Nicole Louie |
| GIVEN NAMES | Nicole |
| FAMILY NAME | Louie |
| SIGNATURE | LOUIE N |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0001-6080-325X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 39 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
What is the Point of Empathy? A Call for Critical Empathy in Noticing Emotions for Equity in Response to Patterson Williams and Sheth
As part of the special issue, Centering Affect and Emotion Toward Justice and Dignity in Science Education, this commentary responds to Alexis Patterson Williams and Manali Sheth's paper, “Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science.” We articulate critical empathy as an emergent set of concrete practices for researchers, teachers, and others to consider, grounded in a deep curiosity about our …
The Messy, Human Work of Constructing Togetherness in a Coach’s Interactions with a Teacher
Background: Prior research illustrates the potential of collaborative coaching relationships that foster mutual learning and a sense of solidarity between teachers and coaches. Various studies have explored strategies for building such relationships. Purpose: This paper extends prior research by examining the moment-to-moment work of constructing togetherness—which we conceptualize as involving solidarity, mutuality, and connection—in all its mes…
Learning and constructions of us and them in teachers’ collaborative groups
Background Many studies have pointed to the importance of trust and inclusiveness in teachers’ collaborative groups. Here, we investigate how teachers negotiate dividing lines between “us” and “them” in moment-to-moment interaction. We also examine relationships between these negotiations, local arrangements, and teachers’ opportunities to learn.Methods We analyzed video recordings of two teacher groups, both oriented toward equitable mathematics…
Promoting epistemic agency and reinscribing boundaries in mathematics education
Toward radical belonging
In this conceptual essay, the authors draw on their partnerships with schools to articulate radical belonging as a guiding vision for antiracist learning communities, centering students of color in particular. They distinguish radical belonging from common conceptions of school belonging in several ways. First, they emphasize that radical belonging requires transformative change to root out the racism endemic to schooling in the United States. Se…
Love as a Necessary Corrective
In this essay, the authors draw on their experiences as teachers, scholars, and parents who identify as Chinese American and Chicana to articulate their vision of antiracist schools. The essay names love as a necessary corrective to systemic violence and othering in schools—specifically, love for children who routinely traverse racial, ethnic, cultural, and linguistic borders in their full humanity, elevating their ways of being, knowing, living,…
Taking stock of research on teacher collaborative discourse
Tensions in equity- and reform-oriented learning in teachers' collaborative conversations
Taking stock of research on teacher collaborative discourse
Tensions in equity- and reform-oriented learning in teachers' collaborative conversations
Toward radical belonging
In this conceptual essay, the authors draw on their partnerships with schools to articulate radical belonging as a guiding vision for antiracist learning communities, centering students of color in particular. They distinguish radical belonging from common conceptions of school belonging in several ways. First, they emphasize that radical belonging requires transformative change to root out the racism endemic to schooling in the United States. Se…
What is the Point of Empathy? A Call for Critical Empathy in Noticing Emotions for Equity in Response to Patterson Williams and Sheth
As part of the special issue, Centering Affect and Emotion Toward Justice and Dignity in Science Education, this commentary responds to Alexis Patterson Williams and Manali Sheth's paper, “Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science.” We articulate critical empathy as an emergent set of concrete practices for researchers, teachers, and others to consider, grounded in a deep curiosity about our …
Tensions in equity- and reform-oriented learning in teachers' collaborative conversations
Taking stock of research on teacher collaborative discourse
Love as a Necessary Corrective
In this essay, the authors draw on their experiences as teachers, scholars, and parents who identify as Chinese American and Chicana to articulate their vision of antiracist schools. The essay names love as a necessary corrective to systemic violence and othering in schools—specifically, love for children who routinely traverse racial, ethnic, cultural, and linguistic borders in their full humanity, elevating their ways of being, knowing, living,…
Toward radical belonging
In this conceptual essay, the authors draw on their partnerships with schools to articulate radical belonging as a guiding vision for antiracist learning communities, centering students of color in particular. They distinguish radical belonging from common conceptions of school belonging in several ways. First, they emphasize that radical belonging requires transformative change to root out the racism endemic to schooling in the United States. Se…
Learning and constructions of us and them in teachers’ collaborative groups
Background Many studies have pointed to the importance of trust and inclusiveness in teachers’ collaborative groups. Here, we investigate how teachers negotiate dividing lines between “us” and “them” in moment-to-moment interaction. We also examine relationships between these negotiations, local arrangements, and teachers’ opportunities to learn.Methods We analyzed video recordings of two teacher groups, both oriented toward equitable mathematics…
Promoting epistemic agency and reinscribing boundaries in mathematics education
The Messy, Human Work of Constructing Togetherness in a Coach’s Interactions with a Teacher
Background: Prior research illustrates the potential of collaborative coaching relationships that foster mutual learning and a sense of solidarity between teachers and coaches. Various studies have explored strategies for building such relationships. Purpose: This paper extends prior research by examining the moment-to-moment work of constructing togetherness—which we conceptualize as involving solidarity, mutuality, and connection—in all its mes…
What is the Point of Empathy? A Call for Critical Empathy in Noticing Emotions for Equity in Response to Patterson Williams and Sheth
As part of the special issue, Centering Affect and Emotion Toward Justice and Dignity in Science Education, this commentary responds to Alexis Patterson Williams and Manali Sheth's paper, “Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science.” We articulate critical empathy as an emergent set of concrete practices for researchers, teachers, and others to consider, grounded in a deep curiosity about our …
Pedagogy (7 works) · Psychology (7 works) · Sociology (7 works) · Political science (5 works) · Critical Race Theory in Education (4 works) · Mathematics education (4 works) · Teacher Education and Leadership Studies (4 works) · Law (3 works) · Anthropology (2 works) · Collaborative learning (2 works)