Citations (7)
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Read on this site (3)
Rolf Straubhaar, Marjory Vasquez, Paula J. Mellom & Pedro Portes. (2021) “They Wouldn’t Go to Our School”: Unpacking the Racialization of Latinx Children through a Civil Rights Lesson in a New South Classroom. Journal of Latinos and Education 20:4, pages 363-375.
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Spencer Salas, Chance W. Lewis & Bobbi Siefert. (2021) “You Teach What?” Black Males, New Latino South Classrooms, and Wanderlust. The New Educator 17:2, pages 180-196.
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Trish Morita-Mullaney & Lynne Stallings. (2018) Serving Indiana's Emergent Bilingual Immigrant (EBI) Youth: A Collective Case Study of EBI Teacher Educators. The Teacher Educator 53:3, pages 293-312.
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Articles from other publishers (4)
Timothy Monreal & William McCorkle. (2020) Social Studies Teachers’ Attitudes and Beliefs About Immigration and the Formal Curriculum in the United States South: A Multi-Methods Study. The Urban Review 53:1, pages 1-42.
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Pedro R. Portes, Manuel González Canché, Diego Boada & Melissa E. Whatley. (2017) Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School. American Educational Research Journal 55:3, pages 488-531.
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Kathryn Wagner, Laurie Dymes & Greg Wiggan. (2017) Tracking Students Through Life: A Critical Structural Analysis of Academic Tracking of Mexican Immigrant Students in the United States and Korean Immigrant Students in Japan. The Urban Review 49:5, pages 875-894.
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Rolf Straubhaar & Pedro R Portes. (2016) The social construction of Latino childhood in the New South. Global Studies of Childhood 7:3, pages 266-277.
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