References
- Anderman, E. M., and C. E. Mueller. 2010. Middle school transitions and adolescent development. In Handbook of research on schools, schooling, and human development, ed. J. Meece and J. S. Eccles, 198–215. New York, NY: Routledge.
- Banks, J., M. Cochran-Smith, M. L., Richert, A., K. Zeichner, P. Lepage, L. Darling-Hammond, H. Duffy, and M. McDonald. 2005. Teaching diverse learners. In Preparing teachers for a changing world: What teachers should learn and be able to do, ed. L. Darling-Hammond and J. Bransford, 232–274. San Francisco, CA: Jossey-Bass.
- Bell, L. A. 2016. Theoretical foundations for social justice education. In Teaching for diversity and social justice, ed. M. Adams, L. A. Bell, D. J. Goodman, and K.Y. Joshi, 3–26. New York, NY: Routledge.
- Bishop, R. S. 1990. Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom 6 (3):ix–xi.
- Boyd, A. S. 2017. Social justice literacies in the English classroom: Teaching practice in action. New York, NY: Teachers College Press.
- Brophy, J. E. 2010. Motivating students to learn. New York, NY: Routledge.
- Clark, P., E. Zygmunt, and T. Howard. 2016. Why race and culture matter in schools, and why we need to get this right: A conversation with Dr. Tyrone Howard. The Teacher Educator 51 (4):268–76. doi: 10.1080/08878730.2016.1210414.
- Cochran-Smith, M. 2010. Toward a theory of teacher education for social justice. In Second international handbook of educational change, ed. A. Hargreaves, A. Lieberman, M. Fullan, and D. Hopkins, Volume 23 of Springer International Handbooks of Education, 445–467. New York, NY: Springer Science & Business Media.
- Cooperative Children’s Book Center. 2015. Publishing statistics on children’s books about people of color and First/Native nations and by people of color and First/Native Nations: Authors and illustrators. Madison, WI: Cooperative Children’s Book Center, University of Wisconsin-Madison. http://ccbc.education.wisc.edu/books/pcstats.asp.
- Convertino, C. 2016. Beyond ethnic tidbits: Toward a critical and dialogical model in multicultural social justice teacher preparation. International Journal of Multicultural Education 18 (2):125–42.
- Davis, D. S. 2013. What fifth-grade students reveal about their literacies by writing and telling narratives. Reading Horizons 52 (2):121–41.
- Delpit, L. D. 2006. Lessons from teachers. Journal of Teacher Education 57 (3):220–31.
- Dover, A. 2013. Getting “up to code”: Preparing for and confronting challenges when teaching for social justice in standards-based classrooms. Action in Teacher Education 35 (2):89–102. doi: 10.1080/01626620.2013.770377.
- Dyson, A. H. 2013. Child cultures, schooling, and literacy: Global perspectives on composing unique lives. New York, NY: Routledge.
- Gallagher, K. 2011. Write like this: Teaching real-world writing through modeling and mentor texts. Portland, ME: Stenhouse Publishers.
- Harvey, S., and A. Goudvis. 2007. Strategies that work: Teaching comprehension for understanding and engagement. Portland, ME: Stenhouse Publishers.
- Hayik, R. 2012. Identity representations in visual text. International Journal of Research & Method in Education 35 (3):293–309. doi: 10.1080/1743727X.2012.717435.
- Heard, G. 1999. Awakening the heart: Exploring poetry in elementary and middle school. Portsmouth, NH: Heinemann.
- Howard, C. M., and C. L. Ryan. 2017. Black tween girls building black girl power: Reading models of agency in Rita Williams-Garcia's One Crazy Summer. Lang. Arts. 94 (3):170–179.
- Keats, E. J. 1976. The snowy day. New York: Puffin Books.
- Moll, L. C., C. Amanti, D. Neff, and N. Gonzalez. 1992. Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice 31 (2):132–41.
- Munsch, R. 1996. Stephanie's ponytail (M. Martchenko, Illus.). Buffalo, NY: Annick Press Ltd.
- Nieto, S., and P. Bode. 2012. Affirming diversity: The sociopolitical context of multicultural education. New York, NY: Pearson.
- Parr, T. 2003. The family book. New York, NY: Little, Brown.
- Parr, M., and T. A. Campbell. 2011. Educating for identity: Problematizing and deconstructing our literacy pasts. Alberta Journal of Educational Research 57 (3):337–48.
- Polacco, P. 2009. In our mothers' house. New York, NY: Philomel.
- Ryan, R. M., and E. L. Deci. 2009. Promoting self-determined school engagement: Motivation, learning and well-being. In Handbook of motivation at school, ed. K. Wentzel, 171–195. New York, NY: Routledge.
- Rylant, C. 1982. When I was young in the mountains (D. Goode, Illus.). New York: Penguin Books.
- Ticknor, A. S. 2012. “What would Jones Say?”: Texts as community members. eJ. Lit. Soc. Responsibility. 5 (1):137–157.
- Ticknor, A. S. 2015. Preserving social justice identities: Learning from one pre-service literacy teacher. Read. Horiz. 53 (4):Article 2.
- Tschida, C., C. Ryan, and A. S. Ticknor. 2014. Building on windows and mirrors: Encouraging the disruption of “Single Stories” through children's literature. J. Child. Lit. 40 (1):28–39.
Literature cited
- Bunting, E. 1994. Smoky night. Boston, MA: Houghton Mifflin Harcourt.
- Konigsburg, E. L. 1967. From the mixed-up files of Mrs Basil E. Frankweiler.
- Lyon, G. E. (2018). Where I am from. Poem. http://www.georgeellalyon.com/where.html.
- Weatherford, C. B. 2005. Freedom on the menu: The Greensboro sit-ins. New York, NY: Scholastic.