Citations (87)
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Amy Saleh. (2023) Black British Literature in the Secondary English Classroom. Changing English 30:4, pages 342-358.
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Tanya Maloney, Douglas B. Larkin & Nushrat Hoque. (2023) The Role of Teacher Education Programs in Developing Teacher Candidates’ Antiracist Stance on Teaching. Equity & Excellence in Education 0:0, pages 1-13.
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Richard Carlos L. Velasco. (2023) Constant Critical Reflexivity: Engaging in an Archaeology of Self to Promote Racial Literacy in a Math Teacher Education Program. The Educational Forum 87:3, pages 177-191.
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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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Oluwaseun Animashaun & Yolanda Sealey-Ruiz. (2023) Time traveling forward and backward: multimodal speculation as racial literacy. International Journal of Qualitative Studies in Education 36:3, pages 430-445.
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Ryan Oto. (2023) What has changed in social studies education? Racial literacy scholarship as enactments of hope for social studies education. Theory & Research in Social Education 0:0, pages 1-5.
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Audrey Lucero & Janette Avelar. (2023) ‘It’s probably still written by a white person’: challenging assumptions about racial identity in a critical professional development course. Critical Discourse Studies 0:0, pages 1-17.
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Ryan Oto, Abby Rombalski & Justin Grinage. (2023) The role of racial literacy in US K-12 education research: a review of the literature. Race Ethnicity and Education 26:1, pages 94-111.
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Judson Laughter, Anthony Pellegrino, Stewart Waters & Michelle Smith. (2023) Toward a framework for critical racial literacy. Race Ethnicity and Education 26:1, pages 73-93.
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Amanda Rigell, Arianna Banack, Amy Maples, Judson Laughter, Amy Broemmel, Nora Vines & Jennifer Jordan. (2022) Overwhelming whiteness: a critical analysis of race in a scripted reading curriculum. Journal of Curriculum Studies 54:6, pages 852-870.
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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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Diana K. Garlough & Rachelle S. Savitz. (2022) White teachers developing racial identity awareness and critical consciousness through critical reflexivity. Whiteness and Education 0:0, pages 1-30.
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Magdalena Martinez. (2022) US Black women state legislators: intersectional identities and education policies. Race Ethnicity and Education 0:0, pages 1-19.
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Jordan Bell, Karen Zaino & Yolanda Sealey-Ruiz. (2022) Diggin’ in the Racial Literacy Crates. Equity & Excellence in Education 0:0, pages 1-14.
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Jody N. Polleck, Tashema Spence, Shanita Rapatalo & Jordan Yarwood. (2022) Using a Lab Model to Prepare and Empower Alternative School District Educators for Culturally Responsive-Sustaining Literacy Instruction. Literacy Research and Instruction 61:2, pages 177-208.
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Jihea Maddamsetti. (2022) Elementary pre-service teachers’ practice of racial literacy: analysis of small stories in online critical inquiry communities. Teaching Education 33:1, pages 81-101.
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Amy Vetter, Melissa Schieble & Kahdeidra Monét Martin. (2021) Critical talk moves in critical conversations: examining power and privilege in an English Language Arts classroom. English in Education 55:4, pages 313-336.
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Rosalie Rolón-Dow, Jill Ewing Flynn & Hilary Mead. (2021) Racial literacy theory into practice: teacher candidates’ responses. International Journal of Qualitative Studies in Education 34:7, pages 663-679.
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Henry “Cody” Miller & Natalie Sue Svrcek. (2020) Challenging Dominant Perspectives and Textual Hierarchies in English and Literacy Teacher Professional Development. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 93:6, pages 290-297.
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Tanisha Lisle-Johnson & Rita Kohli. (2020) Critical Black women educators: Resisting the racial and ideological marginality of K–12 teaching through critical professional development. Theory Into Practice 59:4, pages 348-357.
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Andrea E. Weinberg, Ann Sebald, Cerissa A. Stevenson & Wendy Wakefield. (2020) Toward Conceptual Clarity: A Scoping Review of Coteaching in Teacher Education. The Teacher Educator 55:2, pages 190-213.
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Cati V. de los Ríos, Danny C. Martinez, Adam D. Musser, Asha Canady, Patrick Camangian & Patricia D. Quijada. (2019) Upending Colonial Practices: Toward Repairing Harm in English Education. Theory Into Practice 58:4, pages 359-367.
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Shira Eve Epstein & Melissa Schieble. (2019) Exploring racial literacy when teaching ‘other people’s children’. Whiteness and Education 4:2, pages 109-127.
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Debi Khasnabis, Simona Goldin, Ebony Perouse-Harvey & Margaret O. Hanna. (2019) Race and the Mona Lisa: Reflecting on Antiracist Teaching Practice. The Educational Forum 83:3, pages 278-293.
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Soria E. Colomer. (2019) Understanding racial literacy through acts of (un)masking: Latinx teachers in a new Latinx diaspora community. Race Ethnicity and Education 22:2, pages 194-210.
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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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LaGarrett Jarriel King. (2016) Teaching black history as a racial literacy project. Race Ethnicity and Education 19:6, pages 1303-1318.
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Terrie Epstein & Conra Gist. (2015) Teaching racial literacy in secondary humanities classrooms: challenging adolescents’ of color concepts of race and racism. Race Ethnicity and Education 18:1, pages 40-60.
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Yolanda Sealey-Ruiz & Perry Greene. (2015) Popular Visual Images and the (Mis)Reading of Black Male Youth: a case for racial literacy in urban preservice teacher education. Teaching Education 26:1, pages 55-76.
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William L. Smith. (2014) Not Stopping at First: Racial Literacy and the Teaching of Barack Obama. Multicultural Perspectives 16:2, pages 65-71.
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Yolanda Sealey-Ruiz. (2011) Dismantling the School-to-Prison Pipeline Through Racial Literacy Development in Teacher Education. Journal of Curriculum and Pedagogy 8:2, pages 116-120.
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Articles from other publishers (56)
Jihea Maddamsetti. (2021) Cultivating Asset-, Equity-, and Justice-Oriented Identities: Urban Field Experiences of Elementary Preservice Teachers of Color. Urban Education 59:1, pages 210-243.
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Chantal Francois. (2023) “Our Teaching Transcends a Subject Matter”: Learning From Black Women Educators’ Beliefs about Literacy Instruction During Extraordinary Times. Teachers College Record: The Voice of Scholarship in Education.
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Karen Spector & Elizabeth Anne Murray. (2023) Reading with love: the potential of critical posthuman reading practices in preservice English education. English Teaching: Practice & Critique 22:4, pages 482-514.
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Josephine G. Schuman & Dan Reynolds. (2023) Attempts at anti-racist teaching by white English teachers of black students. English Teaching: Practice & Critique 22:4, pages 418-432.
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Shimikqua Elece Ellis & Christian Z. Goering. (2023) “I’m really just scared of the White parents”: a teacher navigates perceptions of barriers to discussing racial injustice. English Teaching: Practice & Critique 22:4, pages 531-545.
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Gavin Furrey. (2023) Political Responses to Black Lives Matter in Education. Ethnic Studies Review 46:3, pages 3-47.
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Kamilah B. Legette, Iheoma U. Iruka, Amy G. Halberstadt & Alexandria B. Forte. (2023) Teachers’ awareness of systemic and individual racial bias as a first step towards anti-racist schools. Teaching and Teacher Education 132, pages 104213.
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Joanne E. Marciano, Lauren Elizabeth Reine Johnson & Alecia Beymer. (2023) “Our Voice and Dreams Matter”: Supporting Youths’ Racial Literacy. Journal of Literacy Research 55:2, pages 145-169.
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Caitlin F. Spear, Jennifer O. Briggs, Tiffany Sanchez, Marla Woody & Jennifer Ponce-Cori. (2023) The Power of Picturebooks to Support Early Elementary Teachers’ Racial Literacy in Communities of Practice: An Example from the 3Rs (Reading, Racial Equity, Relationships). Early Childhood Education Journal.
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Tanya Maloney. (2023) Using dilemma protocol discussions in antiracist teacher preparation. Teaching and Teacher Education 126, pages 104080.
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Elizabeth A. Burns. (2023) Culturally Responsive Librarians: Shifting Perspectives Toward Racial Empathy. Open Information Science 7:1.
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Diantha Watts, Christian P. Wilkens & Jamila J. Tripp. (2023) Working toward Race-Conscious Collaboration: Diversifying Who Teaches. English Leadership Quarterly 45:4, pages 12-20.
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Annie Daly. (2022) Race talk tensions: practicing racial literacy in a fourth-grade classroom. English Teaching: Practice & Critique 22:1, pages 61-78.
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Gill CrozierGill Crozier. 2023. Racism and Education in Britain. Racism and Education in Britain
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Annie Daly. (2022) Race Talk Moves for Racial Literacy in the Elementary Classroom. Journal of Literacy Research 54:4, pages 480-508.
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Michele Salles El Kadri, Vivian Bergantini Saviolli & Cecília Gusson Santos. (2022) Rumo a uma educação antirracista na educação bilíngue: a proposta do “Global Kids”. Entretextos 22:2Esp., pages 107-129.
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Mary C. Seltzer & Lisa M. O’Brien. (2022) Fostering Racial Literacy in Early Childhood Contexts. Early Childhood Education Journal.
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Olivia I. Ruiz & Yolanda Sealey‐Ruiz. (2022) Our journey toward racial literacy: A mother and daughter's story. Journal of Adolescent & Adult Literacy.
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Laura C. Chávez-Moreno. (2022) The Continuum of Racial Literacies: Teacher Practices Countering Whitestream Bilingual Education. Research in the Teaching of English 57:2, pages 108-132.
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Sophia Tatiana Sarigianides & Carlin Borsheim-Black. (2022) Research: High Fidelity: Factors Affecting Preservice ELA Teachers’ Commitment to Antiracist Literature Instruction. English Education 55:1, pages 7-26.
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Laura C. Chávez-Moreno. (2022) Critiquing Racial Literacy: Presenting a Continuum of Racial Literacies. Educational Researcher 51:7, pages 481-488.
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Kathomi Gatwiri & Virginia Mapedzahama. (2022) Pedagogy or “trauma porn”? Racial literacy as a prerequisite for teaching racially dignifying content in the Australian social work context. Journal for Multicultural Education 16:3, pages 272-282.
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Julie Rust & Christy Wessel‐Powell. (2021) Positioning self and other: building equity literacy in collaboration. Literacy 56:2, pages 160-173.
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Amy Vetter, Melissa Schieble & Kahdeidra Monét Martin. (2022) Examining silences in an English teacher inquiry group focused on critical conversations: A facilitator's reflexive analysis. Linguistics and Education 68, pages 100951.
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Esther O. Ohito. (2021) “I’m Very Hurt”: (Un)justly Reading the Black Female Body as Text in a Racial Literacy Learning Assemblage. Reading Research Quarterly 57:2, pages 609-627.
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Kongji Qin, Soria E. Colomer, Linyu Yu & Colin Cole. (2022) Negotiating Racialized Discourses and Navigating Racism in U.S. Schools: Understanding Chinese Immigrants’ Parenting Identities and Practices Through an AsianCrit Lens. Urban Education, pages 004208592210895.
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Sarah A. Mathews & Craig M. McGill. (2022) “Honestly, I Had a Very Strong Reaction to this Reading”: Social Studies Pre‐Service Teachers’ Application of Literacy Frameworks While Engaging with a Graphic Textbook. Journal of Adolescent & Adult Literacy 65:5, pages 431-439.
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Rita Kohli, Alison G. Dover, Uma Mazyck Jayakumar, Darlene Lee, Nick Henning, Eddie Comeaux, Arturo Nevárez, Emma Hipolito, Andrea Carreno Cortez & Margarita Vizcarra. (2021) Toward a Healthy Racial Climate: Systemically Centering the Well-being of Teacher Candidates of Color. Journal of Teacher Education 73:1, pages 52-65.
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Katie Sciurba. (2021) Black Youth Poetry of 2020 and Reimagined Literacies. Journal of Literacy Research 53:4, pages 516-538.
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Melissa Mosley Wetzel, Annie Daly, Kira LeeKeenan & Natalie Sue Svrcek. (2021) Coaching Using Racial Literacy in Preservice Teacher Education. Journal of Literacy Research 53:4, pages 539-562.
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Mara Lee Grayson. (2021) Information, Identity, and Ideology. Pedagogy 21:2, pages 259-275.
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Sophia Tatiana Sarigianides & Arianna Banack. (2021) Speaking My Mind: A Call to Critically Reconsider Popular Antiracist Activities. English Journal 110:4, pages 18-20.
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Bruno Cesar Nunes de Andrade, Christine Siqueira Nicolaides & Vanessa Moreno Mota. (2021) Por uma linguística aplicada antirracista: problematizações acerca de discursos silenciadores e de (re)existência da negritude. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 37:4.
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Patriann Smith. (2020) Silencing Invisibility: Toward a Framework for Black Immigrant Literacies. Teachers College Record: The Voice of Scholarship in Education 122:13, pages 1-42.
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Jeanne Dyches & Deani Thomas. (2020) Research: Unsettling the “White Savior” Narrative: Reading Huck Finn through a Critical Race Theory/Critical Whiteness Studies Lens. English Education 53:1, pages 35-53.
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Emily Phillips Galloway, Janna Brown McClain & Paola Uccelli. (2020) Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text Understanding. Reading Research Quarterly 55:S1.
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Mary L. Neville. (2020) Provocateur Piece: “I know you don’t live in Detroit, right?” An Attempt at Racial Literacy in English Education. English Education 52:4, pages 372-381.
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Marcus Croom. (2018) Meet Me at the Corner: The Intersection of Literacy Instruction and Race for Urban Education. Urban Education 55:2, pages 267-298.
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