Citations (39)
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Lidia Gonzalez, Nicole Lucas & Juan Battle. (2023) A Quantitative Study of Mathematics Identity and Achievement among LatinX Secondary School Students. Journal of Latinos and Education 22:5, pages 1953-1968.
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Samuel Burmester & Lionel C. Howard. (2022) Confronting book banning and assumed curricular neutrality: A critical inquiry framework. Theory Into Practice 61:4, pages 373-383.
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Tadashi Dozono. (2022) Race and the Evidence of Experience: Accounting for Race in Historical Thinking Pedagogy. Critical Studies in Education 63:4, pages 468-484.
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Melanie Bertrand & Carrie Sampson. (2022) Challenging systemic racism in school board meetings through intertextual co-optation. Critical Studies in Education 63:3, pages 323-339.
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Maximilian Cuddy, Maria Krysan & Amanda Lewis. (2020) Choosing homes without choosing schools? How urban parents navigate decisions about neighborhoods and school choice. Journal of Urban Affairs 42:8, pages 1180-1201.
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Mia Angélica Sosa-Provencio, Annmarie Sheahan, Shiv Desai & Shawn Secatero. (2020) Tenets of Body-Soul Rooted Pedagogy: teaching for critical consciousness, nourished resistance, and healing. Critical Studies in Education 61:3, pages 345-362.
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Peter Piazza. (2019) Antidote or antagonist? The role of Education Reform Advocacy Organizations in educational policymaking. Critical Studies in Education 60:3, pages 302-320.
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Patricia D. López. (2019) The Sociopolitical Context of LCFF: Resource Allocation and Minoritized Communities in Silicon Valley. Peabody Journal of Education 94:2, pages 142-156.
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Megan Whelan, Monica Ridgeway & Randy K. Yerrick. (2018) Pushing Past Clichés: Latina and Black Women’s Perceptions of the Dietetics Major and Profession during Career Exploration. Journal of Latinos and Education 17:2, pages 164-178.
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Shiv R. Desai. (2017) Utilizing Theatre of the Oppressed Within Teacher Education to Create Emancipatory Teachers. Multicultural Perspectives 19:4, pages 229-233.
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Sezen Bayhan. (2017) The cultural politics of school relocations: an ethnographic study of an Istanbul neighbourhood school. Critical Studies in Education 58:3, pages 356-372.
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Matthew A. Moyer. (2016) Hope and Healing in Urban Education: How Urban Activists and Teachers are Reclaiming Matters of the Heart. Educational Studies 52:6, pages 619-623.
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Wanda S. Pillow. (2015) Policy temporality and marked bodies: feminist praxis amongst the ruins. Critical Studies in Education 56:1, pages 55-70.
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Gabriel Rodriguez. (2023) “I’m Not Wanting to be a Martyr”: Learning from Latina Educator Activists in Chicago Public Schools During COVID-19. The Urban Review 55:5, pages 584-604.
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Laura E. Hernández. (2023) The Money Chase: The Role of Racial Innuendo and Marketized Discourse in Courting Private Dollars. Teachers College Record: The Voice of Scholarship in Education 124:12, pages 135-161.
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Thomas Greckhamer & Sebnem Cilesiz. (2020) The extension of strategic management discourse into public education administration: A critical analysis. Organization 29:4, pages 619-652.
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Laura E. Hernández. (2022) The Importance of Being “Woke”: Charter Management Organizations and the Growth of Social Consciousness as a School Quality Marker. Educational Policy 36:4, pages 796-821.
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Monica L. Miles & ReAnna S. Roby. (2022) Black liberatory science education: positioning Black youth as science learners through recognizing brilliance. Cultural Studies of Science Education 17:1, pages 177-198.
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Akin Abioye. (2021) Vanguards in the Classroom: History and Lessons from the Black Panther Party’s Oakland Community School. Journal of African American Studies 25:4, pages 559-575.
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Deena Khalil & Elizabeth Brown. (2019) Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative. Educational Administration Quarterly 56:3, pages 499-529.
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Rachel Weber, Stephanie Farmer & Mary Donoghue. (2018) Predicting School Closures in an Era of Austerity: The Case of Chicago. Urban Affairs Review 56:2, pages 415-450.
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Graham B Slater. (2018) Assembling the opposition: Organizing struggles against neoliberalism and educational insecurity. Policy Futures in Education 18:1, pages 72-89.
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Amy Rector-Aranda. (2018) Critically Compassionate Intellectualism in Teacher Education: The Contributions of Relational–Cultural Theory. Journal of Teacher Education 70:4, pages 388-400.
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Benjamin F. Teresa & Ryan M. Good. (2017) Speculative Charter School Growth in the Case of UNO Charter School Network in Chicago. Urban Affairs Review 54:6, pages 1107-1133.
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Subini Ancy Annamma, Beth A. Ferri & David J. Connor. (2018) Disability Critical Race Theory: Exploring the Intersectional Lineage, Emergence, and Potential Futures of DisCrit in Education. Review of Research in Education 42:1, pages 46-71.
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Maria Paino, Rebecca L. Boylan & Linda A. Renzulli. (2016) The Closing Door. Sociological Perspectives 60:4, pages 747-767.
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Clayton Pierce. (2017) W.E.B. Du Bois and Caste Education. American Educational Research Journal 54:1_suppl, pages 23S-47S.
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María C. Ledesma & Dolores Calderón. (2015) Critical Race Theory in Education. Qualitative Inquiry 21:3, pages 206-222.
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Stephanie Farmer & Chris D. Poulos. (2013) Tax Increment Financing in Chicago, IL, Building Neoliberal Exclusion One School at a Time. Critical Sociology 41:1, pages 153-171.
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