Citations (127)
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F. Zehra Colak, Lore Van Praag & Ides Nicaise. (2023) ‘Oh, this is really great work—especially for a Turk’: a critical race theory analysis of Turkish Belgian students’ discrimination experiences. Race Ethnicity and Education 26:5, pages 623-641.
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Thomas Albright, Stephanie Behm Cross & Camea Davis. (2023) A Teacher Residency’s Ecologies of Support: Insulating Against Moral Injury, Exploitation, & Pushout. The New Educator 19:3, pages 215-237.
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Anna Lees, Verónica Vélez & Tasha Tropp Laman. (2023) Recognition and resistance of settler colonialism in early childhood education: perspectives and implications for Black, Indigenous, and Teachers of Color. International Journal of Qualitative Studies in Education 36:6, pages 1073-1091.
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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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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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Layal Wiltgren. (2023) ‘So incredibly equal’: how polite exclusion becomes invisible in the classroom. British Journal of Sociology of Education 44:3, pages 435-451.
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Arturo Nevárez. (2023) Racial Literacy Development (RLD) via ethnic studies: Latinx youth speaking back to and resisting Racism. Race Ethnicity and Education 0:0, pages 1-22.
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MinSoo Kim-Bossard. (2022) Breaking the Silence Using AsianCrit: Arts-Based Autoethnography of an Asian Immigrant Teacher Educator. The Educational Forum 86:4, pages 355-367.
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Jung Kim. (2022) “Never Anything About the Asian Experience”: An AsianCrit Analysis of Asian American Teachers in the Midwest. Multicultural Perspectives 24:2, pages 52-61.
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A. M. Kimura, M. Antón-Oldenburg & E. E. Pinderhughes. (2022) Developing and Teaching an Anti-Bias Curriculum in a Public Elementary School: Leadership, K-1 Teachers’, and Young Children’s Experiences. Journal of Research in Childhood Education 36:2, pages 183-202.
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Rebecca Cheung & Nate Gong. (2022) Understanding How a Leaders of Color Network Supports the Retention of a Diverse Leader Workforce. Leadership and Policy in Schools 21:1, pages 112-125.
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Amerah Archer, Revathy Kumar & Eric Pilcher. (2022) Is the value worth the costs?: Examining the experiences of preservice teachers of color in predominantly White colleges of education. Theory Into Practice 61:1, pages 89-101.
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Heather E. Ormiston, Malena A. Nygaard & Olivia C. Heck. (2021) The Role of School Psychologists in the Implementation of Trauma-Informed Multi-Tiered Systems of Support in Schools. Journal of Applied School Psychology 37:4, pages 319-351.
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Meghan E. Barnes & Ashley Boyd. (2021) Analysis before action: A framework for examining communities as texts. Review of Education, Pedagogy, and Cultural Studies 43:4, pages 358-378.
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Amanda E. Vickery. (2021) “Still I Rise”: a Black feminist teacher’s journey to (re)member her journey to teach. Race Ethnicity and Education 24:4, pages 485-502.
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Tesha Sengupta-Irving, Jessica Tunney & Meghan Macias. (2021) Stories of Garlic, Butter, and Ceviche: Racial-Ideological Micro-Contestation and Microaggressions in Secondary STEM Professional Development. Cognition and Instruction 39:1, pages 65-84.
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Carolina Valdez. (2020) Flippin’ the scripted curriculum: ethnic studies inquiry in elementary education. Race Ethnicity and Education 23:4, pages 581-597.
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Andrea M. Hawkman. (2020) Swimming in and through whiteness: Antiracism in social studies teacher education. Theory & Research in Social Education 48:3, pages 403-430.
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Hyunjin Jinna Kim. (2020) ‘Where are you from? Your English is so good’: a Korean female scholar's autoethnography of academic imperialism in U.S. higher education. International Journal of Qualitative Studies in Education 33:5, pages 491-507.
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Cleveland Hayes. (2020) The salience of Black mentors on the teaching praxis of Latino male teachers. Race Ethnicity and Education 23:3, pages 414-431.
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Mara Simon. (2020) The Emotionality of Whiteness in Physical Education Teacher Education. Quest 72:2, pages 167-184.
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Harper Benjamin Keenan. (2020) The Trans Educators Network: a reflection on community organizing and knowledge production. Teaching Education 31:1, pages 84-97.
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Norma A. Marrun, Tara J. Plachowski & Christine Clark. (2019) A critical race theory analysis of the ‘demographic diversity’ gap in schools: college Students of Color speak their truth. Race Ethnicity and Education 22:6, pages 836-857.
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Mariana Souto-Manning & Lawrence “Torry” Winn. (2019) Toward Shared Commitments for Teacher Education: Transformative Justice as an Ethical Imperative. Theory Into Practice 58:4, pages 308-317.
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Priyanka Agarwal & Tesha Sengupta-Irving. (2019) Integrating Power to Advance the Study of Connective and Productive Disciplinary Engagement in Mathematics and Science. Cognition and Instruction 37:3, pages 349-366.
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Mia Angélica Sosa-Provencio, Annmarie Sheahan, Rayanna Fuentes, Simona Muñiz & Rosa Elena Prada Vivas. (2019) Reclaiming ourselves through Testimonio pedagogy: reflections on a curriculum design lab in teacher education. Race Ethnicity and Education 22:2, pages 211-230.
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Stephanie House-Niamke & Takumi Sato. (2019) Resistance to Systemic Oppression by Students of Color in a Diversity Course for Preservice Teachers. Educational Studies 55:2, pages 160-179.
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Chelda Smith Kondo & Christian A. Bracho. (2019) Friendly Resistance: Narratives from a Preservice Teacher of Color Navigating Diversity Courses. Educational Studies 55:2, pages 139-159.
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Farima Pour-Khorshid. (2018) Cultivating sacred spaces: a racial affinity group approach to support critical educators of color. Teaching Education 29:4, pages 318-329.
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Carolina Valdez, Edward Curammeng, Farima Pour-Khorshid, Rita Kohli, Thomas Nikundiwe, Bree Picower, Carla Shalaby & David Stovall. (2018) We Are Victorious: Educator Activism as a Shared Struggle for Human Being. The Educational Forum 82:3, pages 244-258.
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Danielle Magaldi, Timothy Conway & Leora Trub. (2018) “I am here for a reason”: minority teachers bridging many divides in urban education. Race Ethnicity and Education 21:3, pages 306-318.
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Erin Miller & Tehia Starker-Glass. (2018) The Maintenance of Whiteness in Urban Education: Explorations of Rhetoric and Reality. The New Educator 14:2, pages 129-152.
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Karla del Rosal, Diego Roman & Deni Basaraba. (2018) Debemos escuchar a los maestros: Perspectives of bilingual teacher candidates in teacher education partnerships. Bilingual Research Journal 41:2, pages 187-205.
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Subini Annamma & Deb Morrison. (2018) Identifying Dysfunctional Education Ecologies: A DisCrit Analysis of Bias in the Classroom. Equity & Excellence in Education 51:2, pages 114-131.
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Yoonjung Choi. (2018) Korean American social studies teachers’ perceptions and experiences of teaching profession in multicultural urban high schools. Race Ethnicity and Education 21:1, pages 105-117.
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Keffrelyn D. Brown. (2018) Race as a Durable and Shifting Idea: How Black Millennial Preservice Teachers Understand Race, Racism, and Teaching. Peabody Journal of Education 93:1, pages 106-120.
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Brandy S. Bryson. (2017) ‘They were constantly on the losing side of things’: the pedagogical power of an African-American teacher candidate bearing witness in teacher education. Race Ethnicity and Education 20:4, pages 527-545.
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Conra D. Gist. (2017) Culturally Responsive Pedagogy for Teachers of Color. The New Educator 13:3, pages 288-303.
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Noah Borrero & Gabriel Sanchez. (2017) Enacting culturally relevant pedagogy: asset mapping in urban classrooms. Teaching Education 28:3, pages 279-295.
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Marilee Coles-Ritchie & Robin Renee Smith. (2017) Taking the risk to engage in race talk: professional development in elementary schools. International Journal of Inclusive Education 21:2, pages 172-186.
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Cara M. Djonko-Moore. (2016) An exploration of teacher attrition and mobility in high poverty racially segregated schools. Race Ethnicity and Education 19:5, pages 1063-1087.
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Sara Tolbert & Serina Eichelberger. (2016) Surviving teacher education: a community cultural capital framework of persistence. Race Ethnicity and Education 19:5, pages 1025-1042.
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Louis Harrison$suffix/text()$suffix/text() & Langston Clark. (2016) Contemporary Issues of Social Justice: A Focus on Race and Physical Education in the United States. Research Quarterly for Exercise and Sport 87:3, pages 230-241.
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Thomas M. Philip, Danny C. Martinez, Eduardo Lopez & Antero Garcia. (2016) Toward a teacher solidarity lens: former teachers of color (re)envisioning educational research. Race Ethnicity and Education 19:1, pages 182-199.
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Noah E. Borrero, Esther Flores & Gabriel de la Cruz. (2016) Developing and Enacting Culturally Relevant Pedagogy: Voices of New Teachers of Color. Equity & Excellence in Education 49:1, pages 27-40.
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Cheryl E. Matias, Roberto Montoya & Naomi W. M. Nishi. (2016) Blocking CRT: How the Emotionality of Whiteness Blocks CRT in Urban Teacher Education. Educational Studies 52:1, pages 1-19.
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Ninetta Santoro. (2015) The drive to diversify the teaching profession: narrow assumptions, hidden complexities. Race Ethnicity and Education 18:6, pages 858-876.
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Gabrielle Richard. (2015) The Pedagogical Practices of Québec High School Teachers Relative to Sexual Diversity. Journal of LGBT Youth 12:2, pages 113-143.
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Kalwant Bhopal. (2015) Race, Identity and Support in Initial Teacher Training. British Journal of Educational Studies 63:2, pages 197-211.
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Ming-tak Hue & Kerry John Kennedy. (2014) Creating culturally responsive environments: ethnic minority teachers' constructs of cultural diversity in Hong Kong secondary schools. Asia Pacific Journal of Education 34:3, pages 273-287.
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Rita Kohli. (2014) Unpacking internalized racism: teachers of color striving for racially just classrooms. Race Ethnicity and Education 17:3, pages 367-387.
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Thomas M. Philip & Sará Y. Benin. (2014) Programs of teacher education as mediators of White teacher identity. Teaching Education 25:1, pages 1-23.
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Zeus Leonardo & Angela P. Harris. (2013) Living with racism in education and society: Derrick Bell’s ethical idealism and political pragmatism. Race Ethnicity and Education 16:4, pages 470-488.
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Rita Kohli & Daniel
G. Solórzano. (2012) Teachers, please learn our names!: racial microagressions and the K-12 classroom. Race Ethnicity and Education 15:4, pages 441-462.
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Rita Kohli. (2012) Racial Pedagogy of the Oppressed: Critical Interracial Dialogue for Teachers of Color. Equity & Excellence in Education 45:1, pages 181-196.
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Char Ullman & Janet Hecsh. (2011) These American lives: becoming a culturally responsive teacher and the ‘risks of empathy’. Race Ethnicity and Education 14:5, pages 603-629.
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ChristinaA. Sue. (2011) Raceblindness in Mexico: implications for teacher education in the United States. Race Ethnicity and Education 14:4, pages 537-559.
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Sally Campbell Galman & Christine A. Mallozzi. (2012) She’s Not There. Review of Educational Research 82:3, pages 243-295.
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John Settlage. (2011) Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default. Cultural Studies of Science Education 6:4, pages 803-836.
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