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M. Garrett Delavan, Juan A. Freire & Trish Morita-Mullaney. (2023) Conscripted into thinking of scarce, selective, privatized, and precarious seats in dual language bilingual education: the choice discourse of mercenary exclusivity. Current Issues in Language Planning 24:3, pages 245-271.
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Sujin Kim. (2023) Intersectional positionalities across gender, race, ethnicity and immigrant status in qualitative interviews. International Journal of Qualitative Studies in Education 0:0, pages 1-17.
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Trish Morita-Mullaney & Colleen Chesnut. (2022) Equity traps in the deselection of English learners in dual language education: A collective case study of school principals. NABE Journal of Research and Practice 12:2, pages 49-68.
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Lyndsie Marie Schultz, Edwin Nii Bonney, Lisa M. Dorner & Kim Song. (2023) From Attendance to Collaboration: Contextual Differences in Teacher Perceptions of Multilingual Family Engagement. Teachers College Record: The Voice of Scholarship in Education 125:1, pages 132-162.
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Lisa M. Dorner, Claudia G. Cervantes-Soon, Daniel Heiman & Deborah Palmer. (2021) “Now it’s all upper-class parents who are checking out schools”: gentrification as coloniality in the enactment of two-way bilingual education policies. Language Policy 20:3, pages 1-27.
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