Citations (115)
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Gillian Baxter & Andrea Nolan. (2024) (Re)framing teachers’ family engagement practice as cultural work. Pedagogy, Culture & Society 32:3, pages 721-740.
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Martín Alberto Gonzalez. (2024) When the lion learns to write: a counterstory about a doctoral student’s qualitative research project. International Journal of Qualitative Studies in Education 37:3, pages 733-750.
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Bryan Smith. (2024) Walking the stories of colonial ghosts: A method of/against the geographically mundane. Journal of Curriculum and Pedagogy 21:1, pages 84-108.
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Alison Wilson & Kristina F. Brezicha. (2023) Good Citizenship and the “True and Inspiring Story of America”: A Critical Policy Analysis of the South Dakota Civics and History Initiative. Peabody Journal of Education 98:5, pages 500-515.
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Beatrice S. Fennimore. (2023) Dismantling dehumanizing educator talk about children and families: the moral imperative for early childhood teacher educators. Journal of Early Childhood Teacher Education 44:4, pages 980-1001.
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Avi Kaplan. (2023) A framework for approaching policy-oriented educational psychology research. Educational Psychologist 58:4, pages 229-243.
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Chaddrick D. James-Gallaway & Asif Wilson. (2023) “You can’t build a revolution with no education”: Deepening equity-mindedness in professional learning activities. International Journal of Qualitative Studies in Education 0:0, pages 1-16.
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Yolanda Anyon, Kathryn Wiley, Ceema Samimi & Miguel Trujillo. (2023) Sent out or sent home: understanding racial disparities across suspension types from critical race theory and quantcrit perspectives. Race Ethnicity and Education 26:5, pages 565-584.
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Eupha Jeanne Daramola, Julie A. Marsh & Taylor N. Allbright. (2023) Advancing or Inhibiting Equity: The Role of Racism in the Implementation of a Community Engagement Policy. Leadership and Policy in Schools 22:3, pages 787-810.
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Sherry Marx, Alyson Leah Lavigne, Sarah Braden, Andrea Hawkman, Justin Andersen, Sara Gailey, Gordon Geddes, Isaiah Jones, Shouqing Si & Karen Washburn. (2023) “I didn’t quit. The system quit me.” Examining why teachers of color leave teaching. International Journal of Leadership in Education 0:0, pages 1-24.
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Ting Yuan & Rachel Grant. (2023) Digital Storytelling of Two “Underperforming” and “Misbehaving” Boys of Color in a 2nd-Grade Classroom. Journal of Research in Childhood Education 37:3, pages 366-386.
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Chaddrick D. James-Gallaway. (2023) “They were mostly sitting back and staying quiet”: A critical race discourse analysis of racial voyeurism in cross-racial intergroup dialogues. Whiteness and Education 0:0, pages 1-18.
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Erik M. Hines, Renae D. Mayes, Paul C. Harris & Desireé Vega. (2023) Using a Culturally Responsive MTSS Approach to Prepare Black Males for Postsecondary Opportunities. School Psychology Review 52:3, pages 357-371.
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Larissa Malone, Vilma Seeberg & Xiaoqi Yu. (2023) “The Soft Bigotry of Low Expectations”: Perceptions of Teacher Expectations Among Black Families in a Suburban School. Educational Studies 59:3, pages 247-263.
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Kamden K. Strunk & Carey E. Andrzejewski. (2023) Racisms of commission and omission in educational psychology: A historical analysis and systematic review. Educational Psychologist 58:2, pages 57-69.
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Asif J. Wilson. (2022) The six pillars of teaching and learning: Towards pedagogies of risk in P-20 classrooms. Journal of Curriculum and Pedagogy 0:0, pages 1-23.
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Meca Williams-Johnson & Cheryl Fields-Smith. (2022) Homeschooling among Black families as a form of parental involvement: A focus on parental role construction, efficacy, and emotions. Educational Psychologist 57:4, pages 252-266.
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Antar A. Tichavakunda. (2022) University Memorials and Symbols of White Supremacy: Black Students’ Counternarratives. The Journal of Higher Education 93:5, pages 677-701.
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Sarang Kim. (2022) A transnational application of critical race theory: schooling experiences of multicultural students in South Korea. Multicultural Education Review 14:3, pages 194-208.
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Emily Pauline Yeager, Stefanie Benjamin, Alana Dillette & Andrew Goad. (2022) Developing self-efficacy through transformative field experiences in tourism pedagogy. Journal of Teaching in Travel & Tourism 22:3, pages 242-249.
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Geneva L. Sarcedo. (2022) Accepting educational responsibility for whiteness in academic advising: moving towards anti-racist advising practices. International Journal of Qualitative Studies in Education 35:4, pages 410-424.
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Tara J. Yosso, William A. Smith, Daniel G. Solórzano & Man Hung. (2022) A critical race theory test of W.E.B. DuBois’ hypothesis: Do Black students need separate schools?. Race Ethnicity and Education 25:3, pages 370-388.
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Rachel Cook. (2022) Utilising the community cultural wealth framework to explore Sierra Leonean parents’ experiences of outdoor adventure education in the United Kingdom. Journal of Adventure Education and Outdoor Learning 22:2, pages 180-190.
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Renae D. Mayes, Rebecca Pianta, Alicia Oglesby & Brett ZyromskI. (2022) Principles of antiracist social emotional justice learning. Theory Into Practice 61:2, pages 178-187.
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Joanne M. Marshall & Tyson E. J. Marsh. (2022) Developing a theory of critical forgiveness in educational leadership. International Journal of Qualitative Studies in Education 35:3, pages 247-264.
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C. Street, J. Guenther, J.A. Smith, K. Robertson, W. Ludwig, S. Motlap, T. Woodroffe, R. Ober, K. Gillan, S. Larkin, V. Shannon, E. Maypilama & R. Wallace. (2022) ‘Success’ in Indigenous higher education policy in the Northern Territory, Australia: reclaiming purpose for power. Race Ethnicity and Education 0:0, pages 1-17.
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ArCasia D. James-Gallaway. (2022) What got them through: community cultural wealth, Black students, and Texas school desegregation. Race Ethnicity and Education 25:2, pages 173-191.
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Naomi W. Nishi. (2022) Imperialistic reclamation of higher education diversity initiatives through semantic co-option and concession. Race Ethnicity and Education 25:2, pages 249-267.
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Patricia L. Marshall, Katherine E. L. Norris & Aaliyah Baker. (2021) Toward people-to-people understandings in short-term international travel: critical race reflections on four encounters in Cuba. International Journal of Qualitative Studies in Education 34:7, pages 627-644.
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Daniel Ian Rubin. (2020) Hebcrit: a new dimension of critical race theory. Social Identities 26:4, pages 499-514.
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Aman Yadav, Christopher D. Seals, Cristina M. Soto Sullivan, Michael Lachney, Quintana Clark, Kathy G. Dixon & Mark J. T. Smith. (2020) The Forgotten Scholar: Underrepresented Minority Postdoc Experiences in STEM Fields. Educational Studies 56:2, pages 160-185.
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Paul Warmington. (2020) Critical race theory in England: impact and opposition. Identities 27:1, pages 20-37.
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Anthony Q. Briggs. (2019) “We had support from our brothers”: a critical race counter-narrative inquiry into second-generation Black Caribbean male youth responses to discriminatory work pathways. Journal of Education and Work 32:4, pages 377-392.
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Waikaremoana Waitoki, Kyle Tan, Rituparna Roy, Logan Hamley & Francis L. Collins. A critical race analysis of Māori representation in university strategic documents in Aotearoa New Zealand. Race Ethnicity and Education 0:0, pages 1-21.
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Dosun Ko, Aydin Bal, Sumin Lim & Linda Orie. Fugitive future making: Empowering voices, amplifying sociopolitical imaginations, and designing transformative futures. Review of Education, Pedagogy, and Cultural Studies 0:0, pages 1-28.
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Emy Chen & Cathery Yeh. Disability, model minority myth, and white supremacy: Struggling, reimagining, and becoming through mother–daughter counter storytelling. International Journal of Qualitative Studies in Education 0:0, pages 1-14.
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Asif Wilson & Rachel McMillian. Black teachers in white spaces: Rupturing reproductions of Anti-Blackness in preservice social studies education. Theory & Research in Social Education 0:0, pages 1-24.
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