https://orcid.org/0000-0001-7185-364X
References
- Bishop, P. A., & Harrison, L. M. (2021). The successful middle school: This We Believe. Association for Middle Level Education.
- Busey, C. L., & Gainer, J. (2022). Arrested development: How This We Believe utilizes colorblind narratives and racialization to socially construct early adolescent development. The Urban Review, 54(1), 85–112. https://doi.org/10.1007/s11256-021-00604-3
- Ellerbrock, C. R., & Vomvoridi-Ivanovic, E. (2022). Setting the stage for responsive middle level mathematics teaching: Establishing an adolescent-centered community of care. Middle School Journal, 53(2), 12–21. https://doi.org/10.1080/00940771.2021.2022443
- Freire, P. (1970). Pedagogy of the oppressed. Bloomsbury Academic.
- Harrison, L. M., Hurd, E., & Brinegar, K. M. (2019). Exploring the convergence of developmentalism and cultural responsiveness. In K. M. Brinegar, L. M. Harrison, & E. Hurd (Eds.), Equity and cultural responsiveness in the middle grades (pp. 3–23). Information Age Publishing.
- Helms, J. E. (1990). Toward a model of White racial identity development. In J. E. Helms (Ed.), Black and White racial identity: Theory, research, and practice (pp. 49–66). King.
- Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165.
- Learning for Justice. (2019). Social justice standards. https://www.tolerance.org/frameworks/social-justice-standards
- Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon.
- Lund, M., Hillis, A., Green, J., & Mofield, E. (2021). Mindsets matter for equitable discipline: Aligning beliefs to practice among middle grade educators. Middle School Journal, 52(3), 15–24. https://doi.org/10.1080/00940771.2021.1893592
- Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. SAGE Publications, Inc.
- Muhammad, G. (2021). 12 questions to ask when designing culturally and historically responsive curriculum. www.amle.org
- Padilla, A. M. (1994). Research news and comment: Ethnic minority scholars; Research, and mentoring: Current and future issues. Educational researcher, 23(4), 24–27. https://doi.org/10.3102/0013189x023004024
- Picower, B. (2012). Using their words: Six elements of social justice curriculum design for the elementary classroom. International Journal of Multicultural Education, 14(1), n1. https://doi.org/10.18251/ijme.v14i1.484
- Picower, B. (2021). Reading, writing, and racism: Disrupting whiteness in teacher education and in the classroom. Beacon Press.
- Simmons, D. (2019). How to be an antiracist educator. ASCD Education Update, 61(10).
- Smith, K. (2021). What do we believe about middle grades literacy and race?: Interrogating practices and pedagogies of middle grades literacy education through the lens of critical race theory. In J. DeHart, C. Meyer, & K. Walker (Eds.), Connecting theory and practice in middle grades (pp. 144–164). Routledge.
- Smith, K. W., & Falbe, K. N. (2021). Middle grades teacher education for equity and social justice (Research Summary). Association for Middle Level Education. https://www.amle.org/research/middle-grades-teacher-education-for-equity-and-social-justice/
- Williams, T. (2019). Preparing culturally responsive middle level educators to engage in critical conversations. In K. M. Brinegar, L. M. Harrison, & E. Hurd (Eds.), Equity and cultural responsiveness in the middle grades (pp. 3–23). Information Age Publishing.