Anyon, J. (1978). Elementary social studies textbooks and legitimating knowledge. Theory and Research in Social Education, 6, 40-55.
Anyon, J. (1978). Fitting in: an appraisal of the 1977 annual conference of the National Council for Social Studies. Gadfly, 3(1), 40-55.
Anyon, J. (1978). Ideological aspects of some textbooks used in Newark schools. In Winters, S. (Ed.) Newark: an assessment—1967—1977. Newark, NJ: New Jersey Institute of Technology.
Anyon, J. (1979). Education, social ‘structure’ and the power of individuals. Theory and Research in Social Education, 7(1), 49-59.
Anyon, J. (1979). Ideology and United States history textbooks. Harvard Educational Review, 49(3), 361.
Anyon, J. (1980). Education and personal political development: the contribution of theory. Journal of Curriculum Theorizing, 2(2), 280-283.
Anyon, J. (1980). Issues and voices from the past: whose history in American classrooms? Journal of Education. 162(3), 67-74.
Anyon, J. (1980). School curriculum, political and economic structure, and social change. Social Practice, 7, 96-108.
Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67-92.
Anyon, J. (1981). Educational equity and school instruction. Social Education, 45(4), 277.
Anyon, J. (1981). Elementary schooling and distinctions of social class. Interchange on Educational Policy, 12(2), 118-132.
Anyon, J. (1981). Schools as agencies of social legitimation. Journal of Curriculum Theorizing, 3(2), 86-103.
Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3-42.
Anyon, J. (1983). Intersections of gender and class: accommodation and resistance by working-class and affluent females to contradictory sex role ideologies. Journal of Education, 166(1), 25-48.
Anyon, J. (1985). Social class and school knowledge revisited: a reply to Ramsay. Curriculum Inquiry, 15(2), 207-214.
Anyon, J. (1987). [Review of the book Gender, work, and education in the democratic capitalist state, by James Ladwig]. Contemporary Sociology, 89(1), 158-162.
Anyon, J. (1994). The retreat of Marxism and social feminism: postmodern and poststructural theories in education. Curriculum Inquiry, 24(2), 115-134.
Anyon, J. (1994). Teacher development and reform in an inner-city school. Teachers College Record, 96(1), 14.
Anyon, J. (1995). Educational Reform, theoretical categories, and the urban context. Access: Critical Perspectives on Culture and Policy Studies in Education, 14(1), 1-11.
Anyon, J. (1995). Inner city school reform: toward useful theory. Urban Education, 30(1), 56-70.
Anyon, J. (1995). Race, social class, and educational reform in an inner-city school. Teachers College Record, 97(1), 69-94.
Anyon, J. (1997). Ghetto schooling: a political economy of urban educational reform. NY: Teachers College Press.
Anyon, J. (1997). [Review of the book Academic distinctions: theory and methodology in the sociology of school knowledge]. Contemporary Sociology, 26(4), 486-487.
Anyon, J. (1997). The social context of educational reform. In Miller, J., & Ayers, W. (Eds.) In honor of Maxine Greene (pp. 219-228). NY: Teachers College Press.
Anyon, J. (1998). [Review of the book Rank discriminations: critical studies of schooling and the “mainstream” in educational research]. Educational Researcher, 27(3), 32-33.
Anyon, J. (1999). The magnet school for the homeless: a worst case scenario. In Mickelson, R. (Ed.) Children on the streets of the Americas: homelessness and education in the U.S., Brazil, and Cuba, (pp. 101-126). NY and London: Routledge.
Anyon, J. (1999). [Review of the book Organizing for urban school reform, by Dennis Shirley]. The American Journal of Sociology, 104)3, 977-1004.
Anyon, J. (2000). Inner cities, suburbs, and educational opportunity. In Banks, J.A., & Banks, C. M. (Eds.) Multicultural education: issues and perspectives, (4th ed. pp. 85-103). Boston: Allyn and Bacon.
Nolan, K., & Anyon, J. (2004). Learning to do time: Willis’ cultural reproduction model in an era of deindustrialization, globalization, and the mass incarceration of people of color. In Dolby, N., Dimitriadis, G., & Willis, P. Learning to labor in new times, (pp. 114-129). NY and London: Routledge.
Anyon, J. (2005). A political economy of race, urban education, and educational policy. In McCarthy, C., Crichlow, W., Dimitriades, G., & Dolby, N. (Eds.) Race, identity, and representation in education, (2nd ed.,pp. 369-379). NY and London: Routledge.
Anyon, J. (2005). Radical possibilities: public policy, urban education, and a new social movement. Routledge.
Anyon, J. (2005). What “counts” as educational policy? Notes toward a new paradigm. Harvard Educational Review, 75(1), 65-88.
Dumas, M., & Anyon J. (2006). Toward a critical approach to education policy implementation: Implications for the (battle)field. In Honing, M. (Ed.) New directions in education policy implementation (pp. 149-168). Buffalo, NY: SUNY Press.
Anyon, J., Ghosh, R., & Mickelson, R. (2007). Introduction to the special issue on new perspectives on youth development and social identity in the 21st century. The Teachers College Record, 109(2), 275-284.
Anyon, J., & Greene, K. (2007). No child left behind as an anti-poverty measure. Teacher Education Quarterly, 34(2), 157-162.
Anyon J. (2007). Urban high schools. In Borman, K., & Cahill, S. (Eds.) The Praeger handbook of American high schools, (pp. 425-429). Westport, CT: Praeger.
Anyon, J. (2009) Critical pedagogy is not enough: social justice education, political participation, and the politicization of students. In Apple, M., Au, W., & Gandin, L. (Eds.) International Handbook of Critical Education, (pp. 389-396). NY and London: Routledge.
Anyon J., & Pappas, L. (2009). Education policy and urban school failure: an historical critique. In Mathison, S., & Ross, E. W. (Eds.) Battleground: schools, (pp 680-687). Westport, CT: Greenwood Publishing Group.
Anyon, J. (2009). Progressive social movements and educational equity. Educational Policy, 23(1), 194-215.
Anyon, J. (2009). Theory and educational research: toward critical social explanation. Routledge.
Anyon, J. (2009). What is to be done? a rationale for social movement building. In Shapiro, H. S. (Ed.) Education and hope in troubled times, (pp. 47-62). NY and London: Taylor and Francis.
Greene, K., & Anyon, J. (2010). Urban school reform, family support, and student achievement. Reading & Writing Quarterly: Overcoming Learning Difficulties, 26(3), 223-236.
Wells, L., Anyon, J., & Oakes, J. (2010). Broad-based public engagement. In M. Orr & J. Rogers (Eds.) Public engagement for public education: joining forces to revitalize democracy and equalize schools, (pp. 173-200). Stanford University Press.
Anyon, J. (2011). Marx and education. Taylor & Francis.
Nayak, A., Williamson, H., Bjork, M., Restler, V., & Anyon, J. (2012). Lost youth in the global city: class, culture and the urban imaginary. British Journal of Sociology of Education, 33(1), 133-143.
Anyon, J. (in press) Arguing for theory. In Elmore, R. (Ed.) Reflections on the work of school reform. Harvard Education Press.
