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Citations (11)
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Read on this site (7)
Addie Shrodes. (2023) “The word ‘getting over’ is really weird”: Storying disability in desired futures. Curriculum Inquiry 53:4, pages 339-358.
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Justin A. Coles. (2023) Black desire: Black-centric youthtopias as critical race educational praxis. International Journal of Qualitative Studies in Education 36:6, pages 981-1002.
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Chris Seeger, Tiffany Mitchell Patterson & Maria Gabriela Paz. (2023) Reckoning with white supremacy and anti-Black racism in the Virginia US history standards. Curriculum Inquiry 53:3, pages 268-289.
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Justin A. Coles. (2023) Storying against non-human/superhuman narratives: Black youth Afro-futurist counterstories in qualitative research. International Journal of Qualitative Studies in Education 36:3, pages 446-464.
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Shamari Reid. (2023) Using a Queer of Color Critique to work toward a Black LGBTQ+ inclusive K–12 curriculum. Curriculum Inquiry 53:2, pages 105-125.
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Josephine H. Pham. (2022) Racial micropolitical literacy: Examining the sociopolitical realities of teachers of color co-constructing student transformational resistance. Curriculum Inquiry 52:5, pages 518-543.
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Jamila Lyiscott, Keisha L. Green, Esther O. Ohito & Justin A. Coles. (2021) Call Us by Our Names: A Kitchen-Table Dialogue on Doin’ It for the Culture. Equity & Excellence in Education 54:1, pages 1-18.
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Articles from other publishers (4)
Lorenz S. Neuwirth & Jordan Bell. (2024) Persistent environmental lead exposures disrupting black children’s neurodevelopment and quality of life trajectories: an under-recognized ACE in the hole. Journal for Multicultural Education.
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S.R. Toliver. (2023) It will take nations of billions to obstruct our dreams: extending BlackCrit through Afrofuturism. Journal for Multicultural Education.
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Sayvon JL. Foster. (2022) You Gotta Be There: A Thematic Content Analysis of the Historically Black College and University Sporting Experience. Communication & Sport, pages 216747952211257.
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Justin A. Coles & Maria Kingsley. (2021) Blackness as intervention: Black English outer spaces and the rupturing of antiblackness and/in English education. English Teaching: Practice & Critique 20:4, pages 454-484.
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