Citations (24)
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Erica Holyoke & Elizabeth Ries. (2023) “I Didn’t Think About That Perspective”: Preservice Teachers’ (Dis)comfort in Applying Critical Literacy and Race-Visible Discourse. Literacy Research and Instruction 0:0, pages 1-21.
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Jennifer L. Brown. (2022) Educating in the context of ‘Dispersal’: rural schools and refugee-background students. International Journal of Inclusive Education 0:0, pages 1-15.
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David Scott Tharp. (2021) Core conceptual ideas about privilege among White first-year university students. Whiteness and Education 6:2, pages 163-181.
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Michalinos Zembylas. (2018) Affect, race, and white discomfort in schooling: decolonial strategies for ‘pedagogies of discomfort’. Ethics and Education 13:1, pages 86-104.
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Michalinos Zembylas & Elena Papamichael. (2017) Pedagogies of discomfort and empathy in multicultural teacher education. Intercultural Education 28:1, pages 1-19.
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Andrew Webb & Sarah Radcliffe. (2015) Whitened Geographies and Education Inequalities in Southern Chile. Journal of Intercultural Studies 36:2, pages 129-148.
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Linda N Chiodo, Christopher C Sonn & Romana Morda. (2014) Implementing an Intercultural Psychology Undergraduate Unit: Approach, Strategies, and Outcomes. Australian Psychologist 49:3, pages 181-192.
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Heather J. Smith. (2014) Emotional responses to documentary viewing and the potential for transformative teaching. Teaching Education 25:2, pages 217-238.
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Susan Tilley & Leanne Taylor. (2013) Understanding curriculum as lived: teaching for social justice and equity goals. Race Ethnicity and Education 16:3, pages 406-429.
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Articles from other publishers (15)
Catherine Kramarczuk Voulgarides & Patrick Jean-Pierre. (2023) Creating Anti-Racist Building Leadership Teams Through Structural, Interpersonal, and Personal Anti-Racist Efforts. Journal of Cases in Educational Leadership 26:4, pages 116-127.
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Elyse Hambacher & Katherine Ginn. (2020) Race-Visible Teacher Education: A Review of the Literature From 2002 to 2018. Journal of Teacher Education 72:3, pages 329-341.
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Jason Swanson & Anjalé Welton. (2018) When Good Intentions Only Go So Far: White Principals Leading Discussions About Race. Urban Education 54:5, pages 732-759.
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Hadi Strømmen Lile. 2019. Children’s Rights in Norway. Children’s Rights in Norway
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James C. Jupp, Alisa Leckie, Nolan L. Cabrera & Jamie Utt. (2019) Race-Evasive White Teacher Identity Studies 1990–2015: What Can We Learn from 25 Years of Research?. Teachers College Record: The Voice of Scholarship in Education 121:1, pages 1-58.
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Anna Chronaki & Núria Planas. (2018) Language diversity in mathematics education research: a move from language as representation to politics of representation. ZDM 50:6, pages 1101-1111.
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Connie L. Schaffer, Meg White & Corine M. Brown. (2017) A Tale of Three Cities: Defining Urban Schools Within the Context of Varied Geographic Areas. Education and Urban Society 50:6, pages 507-523.
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Joe Norris, Richard D. Sawyer & Sean Wiebe. 2017. Theorizing Curriculum Studies, Teacher Education, and Research through Duoethnographic Pedagogy. Theorizing Curriculum Studies, Teacher Education, and Research through Duoethnographic Pedagogy
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Mark Boylan & Ian Woolsey. (2015) Teacher education for social justice: Mapping identity spaces. Teaching and Teacher Education 46, pages 62-71.
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David M. Callejo Perez & Joshua OdeDawn Hinton & Byung-In Seo. 2013. The Stewardship of Higher Education. The Stewardship of Higher Education
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Richard Harris. (2012) ‘Purpose’ as a Way of Helping White Trainee History Teachers Engage with Diversity Issues. Education Sciences 2:4, pages 218-241.
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Michalinos Zembylas, Panayiota Charalambous & Constadina Charalambous. (2012) Manifestations of Greek-Cypriot teachers' discomfort toward a peace education initiative: Engaging with discomfort pedagogically. Teaching and Teacher Education 28:8, pages 1071-1082.
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Victoria Hand. (2012) Seeing culture and power in mathematical learning: toward a model of equitable instruction. Educational Studies in Mathematics 80:1-2, pages 233-247.
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Elizabeth de Freitas. 2012. Disrupting Pedagogies in the Knowledge Society. Disrupting Pedagogies in the Knowledge Society
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Jerusha O. Conner. (2010) Learning to unlearn: How a service-learning project can help teacher candidates to reframe urban students. Teaching and Teacher Education 26:5, pages 1170-1177.
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