References
- Barab, S. A., Barnett, M., & Squire, K. (2002). Developing an empirical account of a community of practice: Characterizing the essential tensions. The Journal of the Learning Sciences, 11(4), 489–542. doi:10.1207/S15327809JLS1104_3
- Bartlett, L. & García, O. (2011). Additive schooling in subtractive times. Dominican immigrant youth in the heights. Nashville, TN: Vanderbilt University Press
- Gandara, P., & Contreras, F. (2009). The Latino education crisis: The consequences of failed social policies. Cambridge, MA: Harvard University Press.
- González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practice in households, communities, and classrooms. Mahwah, NJ: Erlbaum.
- Hopkins, M., Martinez-Wenzl, M., Aldana, U. S., & Gándara, P. (2013). Cultivating cultural capital: Latino newcomer young men in a U.S. urban high school. Anthropology and Education Quarterly, 44, 286–303. doi:10.1111/aeq.12026
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
- Scanlan, M., Kim, M., Burns, M. B., & Vuilleumier, C. (2016). Poco a poco: Leadership practices supporting productive communities of practice in schools serving the new mainstream. Educational Administration Quarterly, 52, 3–44. doi:10.1177/0013161X15615390
- Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Cambridge, MA: Harvard Business School Press.