Jihea Maddamsetti

ORCID, self-asserted

ORCID 0000-0001-5733-435X

Publications

Citations

h-index

Computed over the works the graph holds, so it is a floor rather than a career figure.

i10-index

Publications

8 works in the graph, newest first.

Troubling ‘happy’ allure of translanguaging: insights from a preservice teacher’s affective orientation to translanguaging vis-à-vis standardized literacy curriculum
2026Critical Inquiry in Language StudiesJournalFirst authorCorresponding2 citations10.1080/15427587.2025.2612468
Intersectional engagements with translanguaging under Asianization: a teacher candidate’s multimodal (counter-)narrative
2026Language Culture and CurriculumJournalFirst authorCorresponding1 citations10.1080/07908318.2026.2669195
Understanding language modeling in Pre-K classrooms: teacher perspectives on implementation and impact
2026Journal of Early Childhood Teacher EducationJournal0 citations10.1080/10901027.2026.2680660
Weaving ‘Home’ otherwise: homing desire and lived communicative practice in transnational intercultural life
2026Language and Intercultural CommunicationJournalFirst authorCorresponding0 citations10.1080/14708477.2026.2717189
Understanding Asian Women Migrant Teachers’ Possibilities and Challenges to Become Justice-Minded Teachers Through a Lens of Temporalities and Asian Critical Race Theory
2025Educational StudiesJournalFirst authorCorresponding1 citations10.1080/00131946.2025.2464134
Using metaphors as tools for critical reflection: elementary preservice teachers’ accounts in the context of social justice teacher education
2025Reflective PracticeJournalFirst authorCorresponding0 citations10.1080/14623943.2025.2494309
Diffractively Thinking about Teacher Identity in Body Mapping as Performance, Intersectional Positionality, and Material-Discursive Enactment
2023The Qualitative ReportJournalOpen accessFirst authorCorresponding5 citations10.46743/2160-3715/2023.5975
Using Body Maps to Understand Elementary Teacher Candidates’ Embodied Understanding of Care Related to Intersectional Marginalization during the COVID-19 Pandemic
2022Action in Teacher EducationJournalFirst authorCorresponding9 citations10.1080/01626620.2022.2143935