Contesting the Alamo and smartness: Theorizing student identities, agency, and learning within the contentious practices of U.S. classrooms

References

• Alismail, H. A. (2016). Multicultural education: Teachers’ perceptions and preparation. Journal of Education and Practice, 7, 139–146.
   Google Scholar
• Bishop, J. P. (2012). “She’s always been the smart one. I’ve always been the dumb one”: Identities in the mathematics classroom. Journal for Research in Mathematics Education, 43, 34–74. doi:10.5951/jresematheduc.43.1.0034
   Web of Science ®Google Scholar
• Blackwell, M. (2017). Geographies of indigeneity: Indigenous migrant women’s organizing and translocal politics of place. Latino Studies, 15, 156–181. doi:10.1057/s41276-017-0060-4
   Web of Science ®Google Scholar
• Bourdieu, P. (1990). The scholastic point of view. Cultural Anthropology, 5, 380–391. doi:10.1525/can.1990.5.4.02a00030
   Google Scholar
• Carlone, H. B., Haun‐Frank, J., & Webb, A. (2011). Assessing equity beyond knowledge‐and skills‐based outcomes: A comparative ethnography of two fourth‐grade reform‐based science classrooms. Journal of Research in Science Teaching, 48, 459–485. doi:10.1002/tea.20413
   Web of Science ®Google Scholar
• Denis, J. C. (1997). We are not you: First nations and Canadian modernity. Peterborough, ON, Canada: Broadview Press, Collection Terra Incognita.
   Google Scholar
• Flores, R. (2002). Remembering the Alamo: Memory, modernity, and the master symbol. Austin: University of Texas Press.
   Google Scholar
• Gould, S. J. (1996). The mismeasure of man. New York, NY: WW Norton & Company.
   Google Scholar
• Grande, S. (2000). American Indian geographies of identity and power: At the crossroads of indigena and. Mestizaje. Harvard Educational Review, 70(4), 467–498. doi:10.17763/haer.70.4.47717110136rvt53
   Web of Science ®Google Scholar
• Gutiérrez, K. D., & Jaramillo, N. E. (2006). Chapter 9 looking for educational equity: The consequences of relying on brown. Yearbook of the National Society for the Study of Education, 105, 173–189. doi:10.1111/ysse.2006.105.issue-2
   Google Scholar
• Hatt, B. (2008). Street smarts vs. book sSmarts: The figured world of smartness in the lives of marginalized, urban youth. The Urban Review, 39, 145–166. doi:10.1007/s11256-007-0047-9
   Google Scholar
• Hatt, B. (2012). Smartness as a cultural practice in schools. American Educational Research Journal, 49, 438–460. doi:10.3102/0002831211415661
   Web of Science ®Google Scholar
• Hatt, B. (2016). Racializing smartness. Race Ethnicity and Education, 19, 1141–1148. doi:10.1080/13613324.2016.1168537
   Web of Science ®Google Scholar
• Holland, D., Lachicotte, W., Jr, Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
   Google Scholar
• Holland, D., & Lave, J. (Eds). (2001). History in person: Enduring struggles, contentious practice, intimate identities. Sante Fe, NM: School of American Research Press.
   Google Scholar
• Holland, D., & Lave, J. (2009). Social practice theory and the historical production of persons. Action: An International Journal of Human Activity Theory, 2, 1–15.
   Google Scholar
• Horseman, R. (1981). Race and manifest destiny: The origins of American racial Anglo-Saxonism. Cambridge, MA: Harvard University Press.
   Google Scholar
• King, J. E. (1991). Dysconcious racism: Ideology, identity, and the miseducation of teachers. The Journal of Negro Education, 60, 133–146. doi:10.2307/2295605
   Google Scholar
• Krummel, A. (2013). Multicultural teaching models to education preservice teachers: Reflections, service learning, and mentoring. Current Issues in Education, 16(1), 1–8.
   Google Scholar
• Leonardo, Z., & Broderick, A. (2011). Smartness as property: A critical exploration of intersections between whiteness and disability studies. Teachers College Record, 113, 2206–2232.
   Web of Science ®Google Scholar
• McDermott, R., & Varenne, H. (1995). Culture as disability. Anthropology & Education Quarterly, 26, 324–348. doi:10.1525/aeq.1995.26.3.05x0936z
   Web of Science ®Google Scholar
• Noblit, G., & Urrieta, L. (2018). Cultural constructions of identity: Meta-ethnography and theory. Oxford, UK: Oxford University Press.
   Google Scholar
• Skiba, R. (2012). As nature has formed them: The history and current status of racial difference research. Teachers College Record, 114, 1–49.
   Web of Science ®Google Scholar
• Solorzano, D. G., & Delgado Bernal, D. (2001). Examining transformational resistance through a critical race and latcrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36, 308–342. doi:10.1177/0042085901363002
   Web of Science ®Google Scholar
• Urrieta, L. (2004). Dis-connections in “American” citizenship and the post/neo-colonial: People of Mexican descent and Whitestream2 Pedagogy and curriculum. Theory & Research in Social Education, 32, 433–458. doi:10.1080/00933104.2004.10473264
   Google Scholar
• Urrieta, L. (2007). Figured worlds and education: An introduction to the special issue. The Urban Review, 39, 107–116. doi:10.1007/s11256-007-0051-0
   Google Scholar
• Urrieta, L. (2010). Working from within: Chicana and Chicano activist educators in whitestream schools. Tucson: University of Arizona Press.
   Google Scholar