Lucero, Jorge, et. al. (2020). Teacher as Artist-in-Residence: The most radical form of expression to ever exist. Washington, D.C.: Kennedy Center for the Performing Arts. (Jody Stokes-Casey partial copyeditor*)
Travis, Sarah, Stokes-Casey, J., Kim, Seyon. (eds.). (in press). Arts in Action: Collaborative Pedagogies for Social Justice. Common Threads Series. University of Illinois Press.
Elliott, Shannon & Stokes-Casey, J. (2019). Not so special: How labels affect art teachers. Art Education, 72(6), 30-35.
Stokes-Casey, J. (2019). Whiteness and masculinity in Richard Lou’s ReCovering Memphis: ReContexting Bodies. Journal of American Studies. Cambridge University Press
Stokes-Casey, J. (2018). National Core Arts Standards: Presenting. Mosaic. Illinois Art Education Association.
Stokes-Casey, J. (2018). Beuys and the Bees : Social Sculpture and Internet Hive Mind. In Iris Rombouts (2018). The Poetry of the Bee: Made by Nature. Antwerp: Ander-Zijds
Stokes-Casey, J. (2016). Communities making meaning in museum education, in R. Connolly & E. Bollwerk (eds). Positioning Your Museum as a Critical Community Asset: A Practical Guide. Rowman and Littlefield Publishing Group Lanham, Maryland.
Stokes-Casey, J. (2015). “Interview: Grace Stewart.” Number Magazine. 84.
LaTorre, Guisela & Stokes-Casey, J. (2015) “Richard Lou Stories on My Back.” Number Magazine. 83.
Stokes-Casey, J. (2014). “Bawlmer.” Number Magazine. 80.
Stokes-Casey, J. (2009). “Totem.” 14x17 in. Cut Paper. in Dr. Carol Eckert. Conversing in Art: Learning the Language of the Visual Arts. (Dubuque, IA: Kendall Hunt Publishing, 2010)
