Citations (57)
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Autumn A. Griffin & Jennifer D. Turner. (2023) E-racing false narratives: a black woman track star’s multimodal counterstory of possible futures. International Journal of Qualitative Studies in Education 36:3, pages 374-391.
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Melissa Mosley Wetzel, Nathaly Batista-Morales & Erica Steinitz Holyoke. (2023) Mentoring to transgress: practicing inspection, reciprocity and hope in teacher education. Pedagogies: An International Journal 18:1, pages 43-60.
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Heidi R. Bacon, Lavern Byfield, Jean Kaya & Abdulsamad Humaidan. (2023) Counter-Storying Lives and Literacies: Narratives of Transformational Resistance. Journal of Latinos and Education 22:1, pages 2-14.
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Ana Solano-Campos & Meg Burns. (2022) Spaces of dissonance in dual language: teacher sense-making of a new biliteracy strategy. International Journal of Bilingual Education and Bilingualism 25:10, pages 3875-3887.
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Marialuisa Di Stefano, Idalis Villanueva Alarcón, Elizabeth McEneaney, Edwin Marte Zorrilla & Alberto Esquinca. (2022) Exploring bilingual and dual language teachers’ perspectives on asset-based professional development in science and engineering. Bilingual Research Journal 45:2, pages 222-241.
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Christian Fallas Escobar & Alejandra Treviño. (2021) Two Latina bilingual teacher candidates’ perceptions of language proficiency and language choice options: Ideological encounters with listening and speaking others. Bilingual Research Journal 44:1, pages 124-143.
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Alcione N. Ostorga & Peter Farruggio. (2020) Preparing bilingual teachers on the U.S./Mexico border: including the voices of emergent bilinguals. International Journal of Bilingual Education and Bilingualism 23:10, pages 1225-1237.
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Laura C. Chávez-Moreno. (2020) Researching Latinxs, racism, and white supremacy in bilingual education: A literature review. Critical Inquiry in Language Studies 17:2, pages 101-120.
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Joanna W. Wong, Steven Z. Athanases & Leslie C. Banes. (2020) Developing as an agentive bilingual teacher: self-reflexive and student-learning inquiry as teacher education resources. International Journal of Bilingual Education and Bilingualism 23:2, pages 153-169.
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Sandra Quiñones & Anne Marie FitzGerald. (2019) Cultivating engagement with Latino children and families: Examining practices at a community school. Bilingual Research Journal 42:3, pages 343-355.
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Soria Colomer. (2019) Double Binds and (Re)Imagined Storylines: Las Obligaciones of Being a Latina Teacher in a New Latinx Community. Theory Into Practice 58:3, pages 273-281.
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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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Kathy A. Mills & Len Unsworth. (2018) The multimodal construction of race: a review of critical race theory research. Language and Education 32:4, pages 313-332.
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Tracey T. Flores. (2018) Chicas fuertes: Counterstories of Latinx parents raising strong girls . Bilingual Research Journal 41:3, pages 329-348.
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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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David DeMatthews & Elena Izquierdo. (2018) The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework. Journal of Latinos and Education 17:1, pages 53-70.
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Stephen Kotok & David DeMatthews. (2018) Challenging School Segregation in the Twenty-first Century: How Districts can Leverage Dual Language Education to Increase School and Classroom Diversity. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 91:1, pages 1-6.
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Kiyomi Sánchez-Suzuki Colegrove & Gladys Helena Krause. (2017) “Lo hacen tan complicado”: Bridging the perspectives and expectations of mathematics instruction of Latino immigrant parents. Bilingual Research Journal 40:2, pages 187-204.
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David DeMatthews & Elena Izquierdo. (2016) School Leadership for Dual Language Education: A Social Justice Approach. The Educational Forum 80:3, pages 278-293.
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Maria del Carmen Salazar & Francisco Rios. (2016) Just Scholarship! Publishing Academic Research with a Social Justice Focus. Multicultural Perspectives 18:1, pages 3-11.
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Cinthia Salinas, Noreen Naseem Rodríguez & Brenda Ayala Lewis. (2015) The Tejano History Curriculum Project: Creating a Space for Authoring Tejanas/os into the Social Studies Curriculum. Bilingual Research Journal 38:2, pages 172-189.
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Lucila D. Ek & Guadalupe Domínguez Chávez. (2015) Proyecto Bilingüe: Constructing a Figured World of Bilingual Education for Latina/o Bilingual Teachers. Bilingual Research Journal 38:2, pages 134-151.
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Verónica E. Valdez & Delila Omerbašić. (2015) Multimodal Self-Authoring Across Bi/Multilingual Educator and Student Learning Spaces. Bilingual Research Journal 38:2, pages 228-247.
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Steven Z. Athanases, Leslie C. Banes & Joanna W. Wong. (2015) Diverse Language Profiles: Leveraging Resources of Potential Bilingual Teachers of Color. Bilingual Research Journal 38:1, pages 65-87.
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Noah Borrero. (2015) Bilingual and Proud of It: College-Bound Latinos/as and the Role of Interpreting in Their Success. Bilingual Research Journal 38:1, pages 6-22.
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Soria Elizabeth Colomer. (2014) Latina Spanish High School Teachers’ Negotiation of Capital in New Latino Communities. Bilingual Research Journal 37:3, pages 349-365.
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Keffrelyn D. Brown. (2014) Teaching in color: a critical race theory in education analysis of the literature on preservice teachers of color and teacher education in the US. Race Ethnicity and Education 17:3, pages 326-345.
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Laura C. Chávez-Moreno. (2023) Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education. Review of Educational Research.
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CHRISTIAN FALLAS–ESCOBAR, KATHRYN HENDERSON & KRISTEN LINDAHL. (2022) “I Look Mexican, So They Assume I Speak Spanish”: Latinx Teacher Candidates’ Experiences With Raciolinguistic Policing. The Modern Language Journal 106:1, pages 196-215.
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Uju Anya. (2021) Critical Race Pedagogy for More Effective and Inclusive World Language Teaching. Applied Linguistics 42:6, pages 1055-1069.
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Qianqian Zhang-Wu. (2021) (Re)Imagining Translingualism as a Verb to Tear Down the English-Only Wall: “Monolingual” Students as Multilingual Writers. College English 84:1, pages 121-137.
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Hayriye Kayi‐Aydar & Curtis Green‐Eneix. (2019) Shared identities through translanguaging practices in the multilingual mariachi classroom. TESOL Journal 10:4.
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Steven Z. Athanases, Leslie C. Banes, Joanna W. Wong & Danny C. Martinez. (2018) Exploring Linguistic Diversity From the Inside Out: Implications of Self-Reflexive Inquiry for Teacher Education. Journal of Teacher Education 70:5, pages 581-596.
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Michaela Colombo, Johanna M. Tigert & Christine Montecillo Leider. (2018) Positioning teachers, positioning learners: Why we should stop using the term English learners. TESOL Journal 10:2.
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Maria del Carmen Salazar. (2018) Interrogating Teacher Evaluation: Unveiling Whiteness as the Normative Center and Moving the Margins. Journal of Teacher Education 69:5, pages 463-476.
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Marialuisa Di Stefano & Steven Camicia. (2018) Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting. Education Sciences 8:3, pages 128.
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Elizabeth Dutro & Ellie Haberl. (2018) Blurring Material and Rhetorical Walls: Children Writing the Border/Lands in a Second-Grade Classroom. Journal of Literacy Research 50:2, pages 167-189.
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Rita Kohli. (2016) Behind School Doors: The Impact of Hostile Racial Climates on Urban Teachers of Color. Urban Education 53:3, pages 307-333.
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Christina Passos DeNicolo, Min Yu, Christopher B. Crowley & Susan L. Gabel. (2017) Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants. Review of Research in Education 41:1, pages 500-530.
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