Citations (30)
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Nelson Flores & Mark Lewis. (2023) “False Positives, Re-Entry Programs and Long Term English Learners”: Undoing Dichotomous Frames in U.S. Language Education Policy. Equity & Excellence in Education 0:0, pages 1-13.
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Nelson Flores & Mark C. Lewis. (2022) “False Positives, Reentry Programs, and Long Term English Learners”: Undoing Dichotomous Frames in U.S. Language Education Policy. Equity & Excellence in Education 55:3, pages 257-269.
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Kristina F. Brezicha & Chandler Patton Miranda. (2022) Actions Speak Louder Than Words: Examining School Practices That Support Immigrant Students’ Feelings of Belonging. Equity & Excellence in Education 55:1-2, pages 133-147.
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Idalia Nuñez. (2021) Collective (Re)constructions of Linguistic Surveillance at Home: Transfronterizx Families as Cultural and Linguistic Guardians. Equity & Excellence in Education 54:3, pages 238-251.
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Blanca Caldas. (2021) “I Felt Powerful”: Imagining Re-existence Through an Embodied Fugitive Pedagogy for Mexican American/Latinx Teachers. Equity & Excellence in Education 54:2, pages 136-151.
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Aneta Hayes & Jie Cheng. (2020) Liberating the “oppressed” and the “oppressor”: a model for a new TEF metric, internationalisation and democracy. Educational Review 72:3, pages 346-364.
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Laura A. Taylor. (2019) Negotiating Discourses of Curriculum and Time: Tensions of Humanizing and Dehumanizing Discourses in an Urban Elementary School. Equity & Excellence in Education 52:2-3, pages 312-326.
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María Isabel Ayala & Christian Ramirez. (2019) Coloniality and Latinx College Students’ Experiences. Equity & Excellence in Education 52:1, pages 129-144.
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Aneta Hayes. (2018) Nation boundedness and international students’ marginalisation: What’s emotion got to do with it?. International Studies in Sociology of Education 27:2-3, pages 288-306.
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Anne (Anna) Ríos-Rojas & Mark Stern. (2018) Do “Undocumented Aliens” Dream of Neoliberal Sheep?: Conditional DREAMing and Decolonial Imaginaries. Equity & Excellence in Education 51:1, pages 92-106.
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Patricia Martínez-Álvarez & María Paula Ghiso. (2017) On languaging and communities: Latino/a emergent bilinguals' expansive learning and critical inquiries into global childhoods. International Journal of Bilingual Education and Bilingualism 20:6, pages 667-687.
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Nimo M. Abdi. (2021) Somali Immigrant Mothers’ Experiences of School Engagement: Implications for School Leaders. Educational Administration Quarterly 58:5, pages 746-779.
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Leah Durán & Michelle Aguilera. (2022) Walls, Bridges, Borders, Papers: Civic Literacy in the Borderlands. Research in the Teaching of English 57:2, pages 156-176.
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Mónica González Ybarra. (2021) “Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research. Reading Research Quarterly 57:3, pages 983-1002.
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Yeonghwi Ryu. (2022) Critical Inquiry With Children as an Unlearning Process: A South Korean Case of Critical Inquiry Centering Learning From Children. International Journal of Qualitative Methods 21, pages 160940692210754.
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Laura Beth Kelly, Taylor Duncan & Daniela Herrera. (2021) A community cultural wealth analysis of newcomer student writing: Identifying strengths. TESOL Journal 12:3.
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Lucía Cárdenas Curiel & Leah G. Durán. (2020) A Historical Inquiry Into Bilingual Reading Textbooks: Coloniality and Biliteracy at the Turn of the 20th Century. Reading Research Quarterly 56:3, pages 497-518.
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Crystal Chen Lee, Michelle M. Falter & Nina R. Schoonover. (2020) Encountering the Affective in Latino Immigrant Youth Narratives. Reading Research Quarterly 56:2, pages 273-292.
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Aneta Hayes. (2017) The Teaching Excellence Framework in the United Kingdom: An Opportunity to Include International Students as “Equals”?. Journal of Studies in International Education 21:5, pages 483-497.
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Larike H. Bronkhorst & Sanne F. Akkerman. (2016) At the boundary of school: Continuity and discontinuity in learning across contexts. Educational Research Review 19, pages 18-35.
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MarÍa Paula Ghiso. (2016) The Laundromat as the Transnational Local: Young Children's Literacies of Interdependence. Teachers College Record: The Voice of Scholarship in Education 118:1, pages 1-46.
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Gerald Campano, Mar?a Paula Ghiso & Bethany Welch. (2015) Ethical and Professional Norms in Community-Based Research. Harvard Educational Review 85:1, pages 29-49.
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