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Vanderveen, A., & Marom, L. (in press). 鈥淚 keep fighting back鈥�: Disabled, trans and gender diverse students鈥� experiences in higher education. In P. Harpur & L. Waddington (Eds.), Disability rights in higher education: Universities as disability champions of change. Routledge.

Marom, L., Brunner, L. R., Chhina, G., & Fontaine, P. (2026). Constructions of Punjabi international students in Canadian news media. In A. P. Kaur, I. S. Rajan, & S. N. Chapparban (Eds.), Glocal Punjabis: Diaspora, identity and homeland engagements. Routledge.

Marom, L. (2024). What I would like my instructor to know about me: A critical intercultural pedagogical activity. In T. Cappiali & J. Jean-Pierre (Eds.), Promoting inclusion and justice in university teaching: A transformative-emancipatory toolkit for educators (pp. 111鈥�122). Edward Elgar Publishing.

Li, G. & Marom, L. (2024). Framing and practicing equity, diversity, inclusion, and decolonization (EDID) in inclusive education systems: Progress, tensions, and ways forward. In P. Downes, G. Li, L. Van Praag, & S. Lamb (Eds.), The Routledge international handbook of equity and inclusion in education (pp. 19鈥�34). Routledge.

Marom, L., & Kahlon, B. (2024). 鈥淭hey take the money from Karan and give it to Karen鈥�: Education-migration and grassroots advocacy for Punjabi international students. In S. I. Rajan (Ed.), India Migration Report 2023 (pp. 69鈥�98). Routledge.

Marom, L. (2023). 鈥淚 wasn鈥檛 good enough through their eyes鈥�: White dominance and conceptions of the 鈥済ood teacher鈥� in teacher education in Canada. In A. Sahlane & R. Pritchard (Eds.), English as an international language education: Critical intercultural literacy perspectives (pp. 105鈥�122). Springer.

Marom, L. (2023). The subtle work of Whiteness in Canadian teacher education. In S. Krause, M. Proyer, & G. Kremsner (Eds.), The making of teachers in the age of migration: Critical perspectives on the politics of education for refugees, immigrants and minorities (1st ed., pp. 185鈥�269). Bloomsbury Academic.

Marom, L. (2022). Putting plagiarism under scrutiny: Punjabi international students and barriers within Canadian higher education. In C. Smith & G. Zhou (Eds.), Handbook of research on teaching strategies for culturally and linguistically diverse international students (pp. 168鈥�187). IGI Global.

Marom, L., Locher-Lo, C., Martin-Ko, A., Shank Lauwo, M., Sun, Z., & Yaro, K. (2021). Conclusion: Teaching and teacher education in an era of superdiversity: Challenges and opportunities. In G. Li, J. Anderson, J. Hare, & M. McTavish (Eds.), Superdiversity and teacher education: Supporting teachers in working with culturally, linguistically, and racially diverse students, families, and communities (1st ed., pp. 299鈥�316). Routledge.

Li, G., Marom, L., Anderson, J., Hare, J., & McTavish, M. (2021). Introduction: Superdiversity, emergent priorities, and teacher learning. In G. Li, J. Anderson, J. Hare, & M. McTavish (Eds.), Superdiversity and teacher education: Supporting teachers in working with culturally, linguistically, and racially diverse students, families, and communities (1st ed., pp. 1鈥�16). Routledge.

Marom, L. (2019). Whiteness and teacher education. In M. A. Peters (Ed.), Encyclopedia of teacher education (pp. 1鈥�5). Springer.

Marom, L. (2017). Tensions and intersections of self and subject: A new-settler teaching an Aboriginal education course. In E. Lyle (Ed.), At the intersection of selves and subject: Exploring the curricular landscape of identity (pp. 19鈥�29). Sense Publishers.

Marom, L., & Ilieva, R. (2016). Becoming the 鈥済ood teacher鈥�: Professional capital conversion of internationally educated teachers. In C. Schmidt & J. Schneider (Eds.), Diversifying the teaching force in transnational contexts: Critical perspectives (Vol. 3, pp. 15鈥�27). Sense Publishers.