http://orcid.org/0000-0001-5797-8139
References
- Basu, S. J., Barton, A. C., & Tan, E. (Eds.). (2011). Democratic science teaching: Building the expertise to empower low-income minority youth in science (Vol. 3). Rotterdam, The Netherlands: Sense.
- Biklen, D., & Burke, J. (2006). Presuming competence. Equity & Excellence in Education, 39(2), 166–175.
- Collins, K. M. (2013). Ability profiling and school failure: One child’s struggle to be seen as competent (2nd ed.). New York, NY: Routledge.
- Compton-Lilly, C. (2004). Confronting racism, poverty, and power: Classroom strategies to change the world. Portsmouth, NH: Heinemann.
- Emdin, C. (2012). Yes, Black males are different, but different is not deficient. Phi Delta Kappan, 93(5), 13–16.
- Emdin, C. (2016). For White folks who teach in the hood … and the rest of y’all too: Reality pedagogy and urban education. Boston, MA: Beacon Press.
- Freire, P. (1996). Pedagogy of the oppressed (Rev. ed.). New York, NY: Continuum.
- Harris, C. I. (1993). Whiteness as property. Harvard Law Review, 106(8), 1707–1791.
- Hooks, B. (2003). Teaching community: A pedagogy of hope. New York, NY: Routledge.
- Kelly, L. L. (2015). You don’t have to claim her: Reconstructing Black femininity through critical hip-hop literacy. Journal of Adolescent & Adult Literacy, 59(5), 529–538.
- Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
- Nelson, J. (1997). Straight, no chaser: How I became a grown-up Black woman. New York, NY: G. P. Putnam’s Sons.
- Nieto, S. (2015). The light in their eyes: Creating multicultural learning communities. New York, NY: Teachers College Press.
- Oliver, K. (2004). The colonization of psychic space: A psychoanalytic social theory of oppression. Minneapolis: University of Minnesota Press.