Citations (52)
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Read on this site (19)
Stephanie-Renee Anckle. (2022) Preparing emerging educators to provide ethnic studies instruction through participatory action research. Educational Action Research 0:0, pages 1-12.
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Serena Lonardi. (2022) Minority languages and tourism: a literature review. Journal of Heritage Tourism 17:3, pages 342-356.
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Binaya Subedi. (2020) Sensational human rights curriculum and the discourse on saving the other. Gender and Education 32:6, pages 715-731.
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Kazufumi Taira. (2019) A systematic form of Japanization in Okinawa: Japanese identity construction through a Japanization discourse in textbooks and a textbook guide. International Studies in Sociology of Education 28:2, pages 110-126.
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Tracey Kumar. (2019) Representing the Middle East and Africa in social studies education: Teacher discourse and otherness. The Curriculum Journal 30:1, pages 96-98.
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Gina Mikel Petrie & Janine J. Darragh. (2018) Desiring English in Southwestern Nicaragua. Curriculum Inquiry 48:4, pages 454-474.
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Nicole Alia Salis Reyes. (2018) A space for survivance: locating Kānaka Maoli through the resonance and dissonance of critical race theory
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Lydia Namatende-Sakwa. (2018) The construction of gender in Ugandan English textbooks: a focus on gendered discourses. Pedagogy, Culture & Society 26:4, pages 609-629.
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Felicitas Macgilchrist, Johanna Ahlrichs, Patrick Mielke & Roman Richtera. (2017) Memory practices and colonial discourse: on text trajectories and lines of flight. Critical Discourse Studies 14:4, pages 341-361.
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Liza Keānuenueokalani Williams & Vernadette Vicuña Gonzalez. (2017) Indigeneity, sovereignty, sustainability and cultural tourism: hosts and hostages at ʻIolani Palace, Hawai'i. Journal of Sustainable Tourism 25:5, pages 668-683.
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Jeong-eun Rhee & Binaya Subedi. (2014) Colonizing and Decolonizing Projects of Re/Covering Spirituality. Educational Studies 50:4, pages 339-356.
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Jamie
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Sabina
Elena Vaught. (2012) ‘They might as well be Black’: the racialization of Sa’moan high school students. International Journal of Qualitative Studies in Education 25:5, pages 557-582.
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Riyad Ahmed Shahjahan. (2011) Decolonizing the evidence‐based education and policy movement: revealing the colonial vestiges in educational policy, research, and neoliberal reform. Journal of Education Policy 26:2, pages 181-206.
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Maria-Carolina Cambre. (2007) Terminologies of Control: Tracing the Canadian-South African Connection in a Word. Politikon 34:1, pages 19-34.
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KevinK. Kumashiro. (2006) Toward an anti‐oppressive theory of Asian Americans and Pacific Islanders in education. Race Ethnicity and Education 9:1, pages 129-135.
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Louis A. Yamauchi. (2003) Making School Relevant for At-Risk Students: The Wai'anae High School Hawaiian Studies Program. Journal of Education for Students Placed at Risk (JESPAR) 8:4, pages 379-390.
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Beverley
Carron Payne. (2002) Books, Articles, Chapters. The Journal of Pacific History 37:3, pages 337-382.
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Edward Buendía. (2002) Enveloping pedagogies: the codification of instructional technologies. Pedagogy, Culture & Society 10:3, pages 387-408.
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Articles from other publishers (33)
Brooke Ward Taira & Summer P. Maunakea. (2023) Ma ka hana ka ʻike: Implementing Culturally Responsive Educational Practices. Behavior and Social Issues 32:1, pages 234-248.
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Tim Lomas. (2018) The dimensions of prosociality: a cross-cultural lexical analysis. Current Psychology 40:3, pages 1336-1347.
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Tasha R. Wyatt, Dorene Balmer, Nicole Rockich‐Winston, Candace J. Chow, Joslyn Richards & Zareen Zaidi. (2020) ‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians. Medical Education 55:2, pages 148-158.
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Tasha R. WyattNicole Rockich-WinstonTaryn R. TaylorDeJuan White. (2020) What Does Context Have to Do With Anything? A Study of Professional Identity Formation in Physician-Trainees Considered Underrepresented in Medicine. Academic Medicine 95:10, pages 1587-1593.
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Mark Nagasawa. (2019) An “old fight”: A case study of enduring struggle in early childhood education. Contemporary Issues in Early Childhood 21:3, pages 224-241.
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Binaya Subedi. (2023) Narrating Loss, Anxiety and Hope: Immigrant Youth's Narratives of Belonging and Citizenship. The Journal of Social Studies Research 43:2, pages 109-121.
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Mark K Nagasawa & Beth Blue Swadener. (2017) Be/longing: Reciprocal mentoring, pedagogies of place, and critical childhood studies in the time of Trump. Global Studies of Childhood 7:2, pages 207-221.
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Tasha R. Wyatt. (2017) The Influence of “Super-Diversity” on Pre-service Teachers’ Sensitivity to Cultural Issues. Multicultural Learning and Teaching 12:1, pages 87-109.
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Priscila Leal. (2016) “I hope they have a lot of Vania out there”. Narrative Inquiry 26:1, pages 1-21.
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Julie Kaomea. (2015) Qualitative Analysis as Ho‘oku‘iku‘i or Bricolage. Qualitative Inquiry 22:2, pages 99-106.
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Maria-Carolina Cambre. 2014. Educational, Psychological, and Behavioral Considerations in Niche Online Communities. Educational, Psychological, and Behavioral Considerations in Niche Online Communities
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Julie Kaomea. (2013) Lab Coats or Trench Coats? Detective Sleuthing as an Alternative to Scientifically Based Research in Indigenous Educational Communities. Qualitative Inquiry 19:8, pages 613-620.
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Julie Kaomea. (2009) Contemplating Kuleana: Reflections on the Rights and Responsibilities of Non-Indigenous Participants in Programmes for Indigenous Education. AlterNative: An International Journal of Indigenous Peoples 5:2, pages 78-99.
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Veronica Pacini-Ketchabaw. (2006) Rethinking the History of Ontario Day Nurseries: Loci for Intervention, Regulation and Administration. Child and Youth Care Forum 35:2, pages 159-182.
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JULIE KAOMEA. (2008) Indigenous Studies in the Elementary Curriculum: A Cautionary Hawaiian Example. Anthropology & Education Quarterly 36:1, pages 24-42.
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Julie Kaomea. (2016) Reading Erasures and Making the Familiar Strange: Defamiliarizing Methods for Research in Formerly Colonized and Historically Oppressed Communities. Educational Researcher 32:2, pages 14-23.
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