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Dawn H. Currie & Deirdre M. Kelly. (2022) Critical social literacy: Media engagement as an exercise of power. Review of Education, Pedagogy, and Cultural Studies 44:5, pages 406-446.
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Alexia Buono & Crystal U. Davis. (2022) Creating Liberatory Possibilities Together: Reculturing Dance Teacher Certification Through Emergent Strategy. Journal of Dance Education 22:3, pages 144-152.
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Maisha T. Winn. (2021) Futures Matter: Creating Just Futures in This Age of Hyper-incarceration. Peabody Journal of Education 96:5, pages 527-539.
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Rebecca Salter & Liz Chesworth. (2021) Participatory story-sharing practices in the early years with Central and Eastern European families in Scotland. International Journal of Early Years Education 29:4, pages 455-469.
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Dorinda J. Carter Andrews. (2021) Preparing Teachers to Be Culturally Multidimensional: Designing and Implementing Teacher Preparation Programs for Pedagogical Relevance, Responsiveness, and Sustenance. The Educational Forum 85:4, pages 416-428.
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Anna Lees, Tasha Tropp Laman & Dolores Calderón. (2021) “Why didn’t I know this?”: Land education as an antidote to settler colonialism in early childhood teacher education. Theory Into Practice 60:3, pages 279-290.
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Samuel Y. Song, Jacqueline M. Eddy, Heather M. Thompson, Brian Adams & Jennifer Beskow. (2020) Restorative Consultation in Schools: A Systematic Review and Call for Restorative Justice Science to Promote Anti-Racism and Social Justice. Journal of Educational and Psychological Consultation 30:4, pages 462-476.
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Subini Ancy Annamma & Maisha Winn. (2019) Transforming Our Mission: Animating Teacher Education through Intersectional Justice. Theory Into Practice 58:4, pages 318-327.
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Articles from other publishers (13)
Sarah J. Brislin, Maia Choi, Emily R. Perkins, Lia Ahonen, Henrika McCoy, Paul Boxer, Duncan B. Clark, Dylan B. Jackson & Brian M. Hicks. (2024) Racial Bias in School Discipline and Police Contact: Evidence From the Adolescent Brain Cognitive Development Social Development (ABCD-SD) Study. Journal of the American Academy of Child & Adolescent Psychiatry.
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Yasmin Morales-Alexander. (2023) Teaching to (un)learn: enacting social justice in the identity development of multilingual/Latinx/BIPOC teacher candidates. Journal for Multicultural Education 17:4, pages 393-405.
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Gang Zhu. (2020) “Educate Your Heart Before Your Mind”: The Counter-Narratives of One African American Female Teacher’s Asset-, Equity- and Justice-Oriented Pedagogy in One Urban School. Urban Education 58:6, pages 1151-1179.
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Kiri Gould, Jennifer Boyd & Marek Tesar. (2023) Equity, inclusion and belonging for teachers in early childhood education in Aotearoa New Zealand. Contemporary Issues in Early Childhood 24:2, pages 176-188.
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Carol Brochin, Danielle Filipiak, Betina Hsieh, David E. Kirkland & Tiffany M. Nyachae. (2023) In Dialogue: The Future of Critical Studies in Literacy Research. Research in the Teaching of English 57:4, pages 402-411.
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Fiona R. Ell. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Kyle Miller & Carolyn Hunt. (2022) A Picture is Worth a Thousand Words: Visual Microaggressions in Teacher Education. The Urban Review 54:5, pages 674-702.
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Mariana Souto‐Manning, Danny C. Martinez & Adam D. Musser. (2022) ELA as English Language Abolition: Toward a Pedagogy of Communicative Belonging. Reading Research Quarterly 57:4, pages 1089-1106.
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Tia C. Madkins & Christina Restrepo Nazar. (2022) Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education. Science Education 106:5, pages 1118-1134.
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Rebekah Degener, Bernadette Castillo & Beth Beschorner. 2022. Dispositional Development and Assessment in Teacher Preparation Programs. Dispositional Development and Assessment in Teacher Preparation Programs
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Crystena A. H. Parker-ShandalCrystena A. H. Parker-Shandal. 2022. Restorative Justice in the Classroom. Restorative Justice in the Classroom
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Tambra O. Jackson, Lasana D. Kazembe & Laryn Morgan. (2021) Internalized racism and the pursuit of cultural relevancy: Decolonizing practices for critical consciousness with preservice teachers of color. Theory Into Practice 60:3, pages 291-300.
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Tia C. Madkins & Karisma Morton. (2021) Disrupting Anti-Blackness with Young Learners in STEM: Strategies for Elementary Science and Mathematics Teacher Education. Canadian Journal of Science, Mathematics and Technology Education 21:2, pages 239-256.
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