Lucy Mule is associate professor of education and child study and served as the inaugural faculty director of the (now) Jandon Center for Community Engagement at Smith College. Mule teaches courses in the sociological and cultural foundations of education. She has also taught courses in the Community Engagement and Social Change Concentration program, and co-directed two Smith College Global Engagement Seminars in Kenya. Her research interests include community engagement, university-community partnerships, service learning, scholar activism, multicultural curriculum development, pre-service teacher education reform and comparative education.
Mule, L. W., Audley, S., and Aloisio, K. (2018). Short-Term, Faculty-Led Study Abroad and Global Citizenship Identification: Insights from a Global Engagement Program. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(3), 20-37.
“Towards a critical global education worker subjectivity: An exploration of narratives of American women engaged in education-related international volunteerism.” International Journal of Development Education and Global Learning, 8(2) 2017
"Enhancing graduate employability through community engagement." Journal of Administrative Sciences and Policy Studies, 1(1) 2013, with Tumuti, D., Gecaga, M., Manguriu D. G.
Teacher Education, Diversity, and Community Engagement in Liberal Arts Colleges. Lanham, Md.: Lexington Books, 2010.
“Can the Village Educate the Prospective Teacher? Reflections on Multicultural Service Learning in African American Communities,” in African Americans & Community Engagement in Higher Education. State University of New York Press: New York, 2009.
“Feast or Famine for Female Education in Kenya? A Structural Approach to Gender Equity,” in The Agency and Structure of Women's Education. State University of New York Press:New York, 2007.
“Preservice Teachers' Inquiry in a Professional Development School Context: Implications for the Practicum,” Teaching and Teacher Education, vol. 22 (2), 2006.
“Experiencing a learning community: Lessons from interns learning to teach in a yearlong Professional Development School (PDS) internship.” Teacher Education and Practice, vol. 18(3), (summer), 2005.
“‘Africa is not a country’: Reflections on the teaching about Africa in elementary social studies classrooms.” Electronic Magazine for Multicultural Education 6(1), 21 paragraphs, 2004.
“Developing new understandings of PDS work: better problems, better questions.” Action in Teacher Education, vol. 22 (4), 15-27, (winter), 2001 (multiple authors).
“Models of collaboration.” Pennsylvania Educational Leadership: The Journal of Pennsylvania Association for Supervision and Curriculum Development, vol. 20 (2), 2001 (with Gilbert, B).
“Indigenous languages in the curriculum: What happened to Kiswahili in Kenya?” In What is Indigenous knowledge? Voices from the academy, eds. L. Semali and J. Kicheloe, New York: Garland, 1999.