The Cultural Work of Teacher Education

References

• Argyris, C., & Schöen, D. A. (1996). Organizational learning II: Theory, method, and practice. Redwood City, CA: Assison-Wesley.
   Google Scholar
• Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81, 132–169.
   Web of Science ®Google Scholar
• Artiles, A. J., Kozleski, E. B., & Waitoller, F. R. (2011). Inclusive education: Examining equity on five continents. Cambridge, MA: Harvard University.
   Google Scholar
• Ashton, D. (2013). Cultural workers in-the-making. European Journal of Cultural Studies, 16, 468–488.
   Web of Science ®Google Scholar
• Aud, S., Hussar, W., Kena, G., Bianco, K., Frohlich, L., Kemp, J., & Tahan, K. (2011). The condition of education 2011 (NCES 2011-033). Washington, DC: US Government Printing Office.
   Google Scholar
• Ballenger, C. (1992). Because you like us: The language of control. Harvard Educational Review, 62, 199–208.
   Web of Science ®Google Scholar
• Belenky, M. F., Clinchy, B. M., Goldberger, N. R. & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York, NY: Basic Books.
   Google Scholar
• Boyd, P., & Harris, K. (2010). Becoming a university lecturer in teacher education: Expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36, 9–24.
   Google Scholar
• Brown, M. C. (2000). Chapter thirteen: Prophets of power in the professoriate: A sermon for cultural workers. Counterpoints, 107, 219–234.
   Google Scholar
• Cochran-Smith, M., & Fries, K. (2011). Teacher education for diversity. In A. F. Ball & C. A. Tyson (Eds.), Studying diversity in teacher education (pp.339–361). Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
   Google Scholar
• Cole, M. (2005). Cross-cultural and historical perspectives on the developmental consequences of education. Human Development, 48, 195–216.
   Web of Science ®Google Scholar
• Darder, A. (2011). Teaching as an act of love: Reflections on Paulo Freire and his contributions to our lives and our Work. Counterpoints, 418, 179–194.
   Google Scholar
• Donovan, M. S., & Cross, C. T. (Eds.). (2002). Minority students in special and gifted education. Washington, DC: National Academies Press.
   Google Scholar
• Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit.
   Google Scholar
• Erickson, F. (2010). Culture in society and in educational practices. In J. A. Banks & C. A. McGee Banks (Eds.), Multicultural education: Issues and perspectives (7th ed., pp. 33–56). Hoboken, NJ: Wiley.
   Google Scholar
• Freire, P. (1998). Teachers as cultural workers. Letters to those who dare teach. Boulder, CO. Westview Press.
   Google Scholar
• Freire, P. (2002). Foreword. In P. Leonard & P. McLaren (Eds.), Paulo Freire: A critical encounter (pp. ix–xii). New York, NY: Routledge.
   Google Scholar
• Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. New York, NY: Routledge.
   Google Scholar
• Giroux, H. A. (2012). Higher education under siege: Rethinking the politics of critical pedagogy. Counterpoints, 422, 327–341.
   Google Scholar
• Gutiérrez, K. D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6, 286–303.
   Google Scholar
• Gutiérrez, K. D., Morales, P. Z., & Martinez, D. C. (2009). Re-mediating literacy: Culture, difference, and learning for students from nondominant communities. Review of Research in Education, 33, 212–245.
   Web of Science ®Google Scholar
• Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5),19–25.
   Google Scholar
• Harry, B., & Klingner, J. (2014). Why are so many minority students in special education? New York, NY: Teachers College Press.
   Google Scholar
• Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
   Google Scholar
• Kozleski, E. B., Artiles, A., & Skrtic, T. (2014). Getting to high quality instruction and support in high need and culturally diverse inclusive schools. In J. Mcleskey, N. L Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of effective inclusive schools: Research and practice (pp. 118–136). New York, NY: Routledge.
   Google Scholar
• Kozleski, E. B., Artiles, A. J., McCray, E., & Lacy, L. (2014). Equity challenges in the accountability age: Demographic representation and distribution in the teacher workforce. In P. Sindelar, E. McCray, M. Brownell, & B. Lignugaris/Kraft (Eds). Handbook on research in special education teacher education (pp. 113–126). New York, NY: Routledge.
   Google Scholar
• Lee, C. D. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. New York, NY: Teachers College Press.
   Google Scholar
• McDermott, R. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice (pp. 269–305). New York, NY: Cambridge University Press.
   Google Scholar
• McDermott, R., & Varenne, H. (1995). Culture “as” disability. Anthropology & Education Quarterly, 26, 324–348.
   Web of Science ®Google Scholar
• McLaren, P. (2016). Life in schools, an introduction to critical pedagogy in the foundations of education. New York, NY: Taylor & Francis.
   Google Scholar
• Nieto, S. (2000). Placing equity front and center: Some thoughts of transforming teacher education for a new century. Journal of Teacher Education, 51, 180–187.
   Web of Science ®Google Scholar
• Rogoff, B. (2003). The cultural nature of human development. Oxford, UK: Oxford University Press.
   Google Scholar
• Roth, W. M., & Tobin, K. (2002). College physics teaching: From boundary work to border crossing and community building. Counterpoints, 189, 145–180.
   Google Scholar
• Rodriguez, A.J., (2001). Courage and the researcher’s gaze: (Re)defining our roles as cultural warriors for social change. Journal of Science Teacher Education, 12, 277–294.
   Google Scholar
• Schafer, P. (1998). Culture: Beacon of the future. Westport, CT: Praeger.
   Google Scholar
• Skiba, R. J., Artiles, A. J., Kozleski, E. B., Losen, D. J., & Harry, E. G. (2016). Risks and consequences of oversimplifying educational inequities: A response to Morgan et al. (2015). Educational Researcher, 45, 221–225.
   Web of Science ®Google Scholar
• Skrtic, T. M. (1995). Disability and democracy: Reconstructing (special) education for postmodernity. New York, NY: Teachers College Press​.
   Google Scholar
• Sleeter, C. E., & Grant, C. A. (1994). Making choices for multicultural education. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Villegas, A. M. & Lucas, T. (2002). Preparing culturally responsive teachers rethinking the curriculum. Journal of Teacher Education, 53, 20–32. doi: 10.1177/0022487102053001003
   Web of Science ®Google Scholar
• Waitoller, F. W. & Kozleski, E. B. (2015). No stone left unturned: Exploring the convergence of new capitalism in inclusive education in the US. Education Policy Analysis Annuals. 23 Retrieed from http://epaa.asu.edu/ojs/article/view/1779
   Google Scholar
• Wenger, E. (1998) Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press
   Google Scholar
• Zeichner, K. (1999). The new scholarship in teacher education. Educational Researcher, 28, 4–15.
   Google Scholar