Citations (48)
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Cheryl E. Matias. (2023) Towards a Black Whiteness studies: a response to the growing field. International Journal of Qualitative Studies in Education 36:8, pages 1431-1441.
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Younkyung Hong, Eunhye Cho & Kegan Mixdorf. (2023) Holding tension and navigating dilemma in multicultural education in South Korea: Towards pedagogical third space. Pedagogy, Culture & Society 0:0, pages 1-18.
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Michalinos Zembylas & Cheryl E. Matias. (2023) White racial ignorance and refusing culpability: how the emotionalities of whiteness ignore race in teacher education. Race Ethnicity and Education 26:4, pages 456-477.
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Mara Simon & Korey Boyd. (2023) Cracks in the narrative: Black and Latinx pre-service PE teachers in predominantly white PETE programs. Physical Education and Sport Pedagogy 28:3, pages 259-275.
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Justina A. Ogodo. (2023) Developing STEM Teachers’ Cultural Competence through an Urban Teaching Curriculum: A Cultural Border Crossing Experience. Journal of Science Teacher Education 34:3, pages 267-286.
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Cheryl E. Matias & Colleen Boucher. (2023) From critical whiteness studies to a critical study of whiteness: restoring criticality in critical whiteness studies. Whiteness and Education 8:1, pages 64-81.
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Cory Wright-Maley. (2022) “Glossed over and missing”: Preservice teachers learn about slavery in Canada. Theory & Research in Social Education 50:4, pages 581-606.
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Kelleen Toohey & Suzanne Smythe. (2022) A different difference in teacher education: posthuman and decolonizing perspectives. Language and Education 36:2, pages 122-136.
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Brittany Aronson & Lateasha Meyers. (2022) Critical race theory and the teacher education curriculum: challenging understandings of racism, whiteness, and white supremacy. Whiteness and Education 7:1, pages 32-57.
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Chanelle Wilson & Elizabeth Soslau. (2022) Masquerading as equitable: using white teachers’ racist communication to guide diversity course revisions. Teaching Education 33:1, pages 56-80.
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Brittney Beck. (2022) Testimonial Injustice and Teacher Education. Action in Teacher Education 44:1, pages 53-69.
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Yasmin Morales-Alexander. (2021) “School is the child’s second home”: family engagement from a Latino sociocultural perspective. Journal of Early Childhood Teacher Education 42:4, pages 455-473.
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Kathleen Riley & Kathryn Solic. (2021) Abolitionist Teacher Education in the Contact Zone: Tensions of Facilitating Teacher Candidate Learning in Activist Educator Spaces. Equity & Excellence in Education 54:2, pages 152-164.
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Danielle Filipiak. (2020) Holding space: Centering youth identities, literacies, & epistemologies in teacher education. Review of Education, Pedagogy, and Cultural Studies 42:5, pages 451-481.
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Qiana M. Cutts. (2020) More than casual concern: critical Black pedagogical excellence and the Asa G. Hilliard, III teacher preparation framework. International Journal of Qualitative Studies in Education 33:7, pages 709-728.
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Esther O. Ohito. (2020) Fleshing out enactments of Whiteness in antiracist pedagogy: snapshot of a White teacher educator’s practice. Pedagogy, Culture & Society 28:1, pages 17-36.
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Jamy Stillman, Kathryn Struthers Ahmed, John Luciano Beltramo, Erika Catañeda-Flores, Veronica G. Garza & Michelle Pyo. (2019) From the ground up: cultivating teacher educator knowledge from the situated knowledges of emerging, asset-oriented teacher educators. Asia-Pacific Journal of Teacher Education 47:3, pages 265-285.
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Mariana Souto-Manning. (2019) Toward praxically-just transformations: interrupting racism in teacher education. Journal of Education for Teaching 45:1, pages 97-113.
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Elizabeth Soslau & Nicholas Bell. (2018) The Challenges of Supporting Equity Literacy Skill Development in White Teacher Candidates: A Self-Study of Two White Field Instructors. Studying Teacher Education 14:2, pages 156-173.
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Anabel Corral-Granados, Eli Smeplass, Anna Cecilia Rapp & Gunilla Eide Isaksen. (2023) A study on Children perceptions of social exclusion and the structural drivers of discrimination in Norwegian elementary schools. Children and Youth Services Review 154, pages 107063.
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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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Sara Tolbert, Caroline T. Spurgin & Doris B. Ash. (2023) Praxis crisis and the trouble with science teacher education for emergent bilingual learners. Science Education.
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Mariana Souto-Manning & Christopher Emdin. (2020) On the Harm Inflicted by Urban Teacher Education Programs: Learning From the Historical Trauma Experienced by Teachers of Color. Urban Education 58:6, pages 1238-1270.
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Kevin Russel Magill. (2023) “I Can't believe I said that”: An analysis of preservice teacher ideological transformation in a social-issues-in-education course. Teaching and Teacher Education 124, pages 104046.
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Lydia E. Carol-Ann Burke. 2023. To Be a Minority Teacher in a Foreign Culture. To Be a Minority Teacher in a Foreign Culture
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Keitha-Gail Martin-Kerr, Abigail Rombalski & Madeleine Israelson. (2022) Examining reflection as a tool to develop equity-mindedness in future educators: One teacher candidate's reflection with a mentor through three theoretical lenses. Teaching and Teacher Education 117, pages 103782.
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Michael D. Boatright. 2022. Teacher Reflections on Transitioning From K-12 to Higher Education Classrooms. Teacher Reflections on Transitioning From K-12 to Higher Education Classrooms
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Brooke A. Moore. (2022) Revealing the Ideology of Normal: Using CHAT to Explore the Activity of School. SAGE Open 12:2, pages 215824402210912.
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Cheryl E. Matias, Sharim Hannegan-Martinez & Julian Vasquez Heilig. (2022) Interrogating Democracy, Education, and Modern White Supremacy: A (Re)Constitution Toward Racially Just Democratic Teacher Education. Teachers College Record: The Voice of Scholarship in Education 124:3, pages 207-236.
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Jerae Kelly & Brenda Barrio. (2021) Disability at the Intersections: Expanding Critical Disability Reflective Practices. Journal of Special Education Preparation 1:2, pages 6-15.
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Anne Karabon. (2021) Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making. Teaching and Teacher Education 106, pages 103449.
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Nicholas S Bell & Diane Codding. (2021) Equity Scenario Response Survey: Understanding Teacher Candidates’ Preparation of Their Sociopolitical Identity. Urban Education, pages 004208592110276.
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Lynne Hamer & Gregory D. Johnson. (2019) Clues to Reversing the School-to-Prison Pipeline: Portrait of a Scholar. The Urban Review 53:1, pages 76-106.
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Meera Varadharajan & John BuchananMeera Varadharajan & John Buchanan. 2021. Career Change Teachers. Career Change Teachers
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Johanna M. Tigert & Argyro Aloupis Armstrong. 2020. Research Anthology on Instilling Social Justice in the Classroom. Research Anthology on Instilling Social Justice in the Classroom
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Rosa M. Jimenez. (2019) Community Cultural Wealth Pedagogies: Cultivating Autoethnographic Counternarratives and Migration Capital. American Educational Research Journal 57:2, pages 775-807.
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Julia R. Daniels & Manka Varghese. (2019) Troubling Practice: Exploring the Relationship Between Whiteness and Practice-Based Teacher Education in Considering a Raciolinguicized Teacher Subjectivity. Educational Researcher 49:1, pages 56-63.
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John BuchananJohn Buchanan. 2020. Challenging the Deprofessionalisation of Teaching and Teachers. Challenging the Deprofessionalisation of Teaching and Teachers
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Esther O. Ohito. (2019) Mapping women’s knowledges of antiracist teaching in the United States: A feminist phenomenological study of three antiracist women teacher educators. Teaching and Teacher Education 86, pages 102892.
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Manya C. Whitaker & Kristina M. Valtierra. 2019. Schooling Multicultural Teachers. Schooling Multicultural Teachers
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Manka Varghese, Julia R. Daniels & Caryn C. Park. (2019) Structuring Disruption within University-Based Teacher Education Programs1: Possibilities and Challenges of Race-Based Caucuses. Teachers College Record: The Voice of Scholarship in Education 121:6, pages 1-34.
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Mariana Souto-Manning & Jessica Martell. (2019) Toward Critically Transformative Possibilities: Considering Tensions and Undoing Inequities in the Spatialization of Teacher Education. Teachers College Record: The Voice of Scholarship in Education 121:6, pages 1-42.
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Mariana Souto-Manning. (2019) Transforming University-Based Teacher Education: Preparing Asset-, Equity-, and Justice-Oriented Teachers within the Contemporary Political Context. Teachers College Record: The Voice of Scholarship in Education 121:6, pages 1-26.
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Lauri D. Johnson & Yoon K. Pak. (2019) Teaching for Diversity: Intercultural and Intergroup Education in the Public Schools, 1920s to 1970s. Review of Research in Education 43:1, pages 1-31.
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Esther O. Ohito. (2018) “I Just Love Black People!”: Love, Pleasure, and Critical Pedagogy in Urban Teacher Education. The Urban Review 51:1, pages 123-145.
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Johanna M. Tigert & Argyro Aloupis Armstrong. 2019. Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners. Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners
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Carlin Borsheim-Black. (2018) “You Could Argue It Either Way”: Ambivalent White Teacher Racial Identity and Teaching about Racism in Literature Study. English Education 50:3, pages 228-254.
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