(*Selected Publications Below. See CV for more information)
Higgs, J., Vakil, S., & Logan, C. (in press). Literacy as a framework for computing education: Affordances, constraints, and new directions. In A. Garcia and T. P. Nichols (Eds.), Literacies in the platform society: Histories, pedagogies, possibilities. Routledge.
Vakil, S. (2024). Towards New Horizons of AI, Learning, and Equity in Education. Spencer Foundation research report. https://www.spencer.org/convenings/towards-new-horizons-of-ai-learning-and-equity-in-education
Vakil, S., Reith, A., & Melo, N. A. (2023). Jamming power: Youth agency and community‐driven science in a critical technology learning program. Journal of Research in Science Teaching, 60(8), 1723-1754.
Logan, C., & Vakil, S. (2023). “I will be your informant”: Observing young people’s emergent critical platform literacy development. In Proceedings of the International Conference of the Learning Sciences.
Vakil, S., & McKinney de Royston, M. (2022). Youth as philosophers of technology. Mind, Culture, and Activity, 1-20.
Vakil, S. (2020). “I’ve Always Been Scared That Someday I’m Going to Sell Out”: Exploring the relationship between Political Identity and Learning in Computer Science Education. Cognition and Instruction, 38(2), 87-115.
Vakil, S. & Elham, B. (2020). Theorizing the politics of identity in engineering: Reflections from the University of Tehran, Iran. In Proceedings of International Conferences of the Learning Sciences.
Vakil, S, Marshall, J., & Ibrahimovic (2020). “That’s Bogus as Hell!”: Getting under the hood of surveillance technologies in an out of school STEM learning environment. In Proceedings of the International Conferences of the Learning Sciences.
Vakil, S., & Higgs, J. (2019). It’s about power: A call to rethink ethics and equity in computing education.Communications of the ACM: 31-33.
Vakil, S (2018). Ethics, Identity, and Political Vision: Toward a Justice-Centered Approach to Equity in Computer Science Education. Harvard Educational Review: 26-52.
Vossoughi, S., Vakil, S. (2018). Towards what ends? A critical analysis of militarism, equity and STEM education in Ali A., Buenavista, T., At War!: Challenging Racism, Materialism, and Militarism in Education Fordham University Press.
Nasir, N., Vakil, S. (2017). STEM-focused academies in urban schools: Tensions and possibilities. Journal of the Learning Sciences: 376-406.
McKinney de Royston, M., Vakil, S., Nasir, N.S., ross, k.m., Givens, J., & Holman, A. (2017). “He’s More Like a ‘Brother’ Than a Teacher”: Politicized Caring in a Program for African American Males. Teachers College Record: 1-40.
Vakil, S., McKinney de Royston, M., Nasir, N., & Kirshner, B. (2016). Rethinking race and power in design-based research: Reflections from the field. Cognition and Instruction: 194-209. (Download)
Vakil, S. (2014). A Critical Pedagogy Approach for Engaging Urban Youth in Mobile App Development in an After-School Program. Equity & Excellence in Education: 31-45.