Mapping racial justice to online teacher education

References

• Baker-Bell, A., Stanbrough, R. J., & Everett, S. (2017). The stories they tell: Mainstream media, pedagogies of healing, and critical media literacy. English Education, 49(2), 130–152. https://doi.org/10.58680/ee201728918
   Google Scholar
• Banks, J. A. (2019). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (10th ed., pp. 3–24). Wiley.
   Google Scholar
• Baroud, J., & Dharamshi, P. (2020). A collaborative self study of critical digital pedagogies in teacher education. Studying Teacher Education, 16(2), 164–182. https://doi.org/10.1080/17425964.2020.1739639
   Web of Science ®Google Scholar
• Blinkist. (2019, March 5). Robin DiAngelo interview: Think impact, not intention [Video]. YouTube. https://www.youtube.com/watch?v=Sl9Rf4HQg1Q
   Google Scholar
• Brown, B., Pérez, G., Ribay, K., Boda, P. A., & Wilsey, M. (2021). Teaching culturally relevant science in virtual reality: “When a problem comes, you can solve it with science.” Journal of Science Teacher Education, 32(1), 7–38. https://doi.org/10.1080/1046560X.2020.1778248
   Web of Science ®Google Scholar
• Buss, R. R., Wetzel, K., Foulger, T. S., & Lindsey, L. (2015). Preparing teachers to integrate technology into K–12 instruction: Comparing a stand-alone technology course with a technology-infused approach. Journal of Digital Learning in Teacher Education, 31(4), 160–172. https://doi.org/10.1080/21532974.2015.1055012
   Google Scholar
• Cutri, R. M., Whiting, E. F., & Bybee, E. R. (2020). Knowledge production and power in an online critical multicultural teacher education course. Educational Studies, 56(1), 54–65. https://doi.org/10.1080/00131946.2019.1645016
   Web of Science ®Google Scholar
• Deloria, V., Jr., & Wildcat, D. (2001). Power and place: Indian education in America. Fulcrum Resources.
   Google Scholar
• Derman-Sparks, L., Ramsey, P. G., & Edwards, J. O. (2011). What if all the kids are White? Anti-bias multicultural education with young children and families (2nd ed.). Teachers College Press.
   Google Scholar
• DiAngelo, R. (2018). White fragility: Why it’s so hard for White people to talk about racism. Beacon Press.
   Google Scholar
• García, D. G., Yosso, T. J., & Barajas, F. P. (2012). “A few of the brightest, cleanest Mexican children”: School segregation as a form of mundane racism in Oxnard, California, 1900-1940. Harvard Educational Review, 82(1), 1–25. https://doi.org/10.17763/haer.82.1.40328h635h7745r3
   Web of Science ®Google Scholar
• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
   Google Scholar
• Gist, C. D. (2014). The culturally responsive teacher educator. The Teacher Educator, 49(4), 265–283. https://doi.org/10.1080/08878730.2014.934129
   Google Scholar
• Howard, T. C. (2016). Why Black Lives (and Minds) Matter: Race, freedom schools & the quest for educational equity. The Journal of Negro Education, 85(2), 101–113. https://doi.org/10.7709/jnegroeducation.85.2.0101
   Google Scholar
• Howard, T. C. (2020). Why race and culture matter in schools: Closing the achievement gap in America’s classroom (2nd ed.). Teachers College Press.
   Google Scholar
• Kishimoto, K. (2018). Anti-racist pedagogy: From faculty’s self-reflection to organizing within and beyond the classroom. Race Ethnicity and Education, 21(4), 540–554. https://doi.org/10.1080/13613324.2016.1248824
   Web of Science ®Google Scholar
• Kitchen, J., Berry, A., Bullock, S. M., Crowe, A. R., Taylor, M., Guðjónsdóttir, H., & Thomas, L (Eds.). (2020). International handbook of self-study of teaching and teacher education practices (2nd ed.). Springer. https://doi.org/10.1007/978-981-13-6880-6
   Google Scholar
• Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
   Google Scholar
• Kwon, L., & de los Ríos, C. V. (2019). “See, click, fix”: Civic interrogation and digital tools in a ninth-grade ethnic studies course. Equity & Excellence in Education, 52(2-3), 154–166. https://doi.org/10.1080/10665684.2019.1647809
   Web of Science ®Google Scholar
• Ladson-Billings, G. (2017). Beyond beats, rhymes, and Beyoncé: Hip hop, hip hop education, and culturally relevant pedagogy. In G. Sirrakos Jr. & C. Emdin (Eds.), Between the world and the urban classroom (pp. 83–94). Sense Publishers. https://doi.org/10.1007/978-94-6351-032-5_7
   Google Scholar
• Ladson-Billings, G. (2021). I’m here for the hard re-set: Post pandemic pedagogy to preserve our culture. Equity & Excellence in Education, 54(1), 68–78. https://doi.org/10.1080/10665684.2020.1863883
   Web of Science ®Google Scholar
• Ladson-Billings, G., & Tate, W. F. IV. (1995). Toward a critical race theory of education. Teachers College Record: The Voice of Scholarship in Education, 97(1), 47–68. https://doi.org/10.1177/016146819509700104
   Web of Science ®Google Scholar
• Lee, E. (2012). Antiracist teaching. In J. A. Banks (Ed.). Encyclopedia of diversity in education. (vol. 1, pp.115–117). Sage. https://doi.org/10.4135/9781452218533.n41
   Google Scholar
• Lee, S. S. (2011). Claiming the Oriental gateway: Prewar Seattle and Japanese America. Temple University Press.
   Google Scholar
• Lipsitz, G. (2011). How racism takes place. Temple University Press.
   Google Scholar
• Matias, C. E., & Grosland, T. J. (2016). Digital storytelling as racial justice: Digital hopes for deconstructing whiteness in teacher education. Journal of Teacher Education, 67(2), 152–164. https://doi.org/10.1177/0022487115624493
   Web of Science ®Google Scholar
• McCarty, T. L. (2018). So that any child may succeed: Indigenous pathways toward justice and the promise of Brown. Educational Researcher, 47(5), 271–283. https://doi.org/10.3102/0013189X18768549
   Web of Science ®Google Scholar
• McRae, E. G. (2005). White womanhood, white supremacy, and the rise of massive resistance. In C. Webb (Ed.), Massive resistance: Southern opposition to the second reconstruction (pp. 181–202). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195177862.003.0010
   Google Scholar
• Michie, G., & Alexander-Tanner, R. (2020). Holler if you hear me (comic ed.). Teachers College Press.
   Google Scholar
• Milner, H. R., & Smithey, M. (2003). How teacher educators created a course curriculum to challenge and enhance preservice teachers’ thinking and experience with diversity. Teaching Education, 14(3), 293–305. https://doi.org/10.1080/1047621032000135195
   Google Scholar
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
   Web of Science ®Google Scholar
• Moorhouse, B. L., & Tiet, M. C. (2021). Attempting to implement a pedagogy of care during the disruptions to teacher education caused by COVID-19: A collaborative self-study. Studying Teacher Education, 17(2), 208–227. https://doi.org/10.1080/17425964.2021.1925644
   Web of Science ®Google Scholar
• Naidu, S. (2023). In the wake of COVID-19 – A time to rethink and reengineer education systems. Distance Education, 44(1), 1–5. https://doi.org/10.1080/01587919.2023.2165432
   Web of Science ®Google Scholar
• Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523. https://doi.org/10.1016/j.tate.2005.03.006
   Web of Science ®Google Scholar
• Niess, M. L. (2008). Guiding preservice teachers in developing TPACK. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 223–250). Routledge.
   Google Scholar
• Pang, V. O., & Cheng, L. L. (Eds.). (1998). Struggling to be heard: The unmet needs of Asian Pacific American children. State University of New York Press.
   Google Scholar
• Price-Dennis, D., & Sealey-Ruiz, Y. (2021). Advancing racial literacies in teacher education: Activism for equity in digital spaces. Teachers College Press.
   Google Scholar
• Rojas, L., & Liou, D. D. (2021). Fostering pre-service teachers’ antiracist expectations through online education: Implications for teacher education in the context of global pandemics. International Journal of Multicultural Education, 23(3), 7–24. https://doi.org/10.18251/ijme.v23i3.2527
   Web of Science ®Google Scholar
• Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). Sage.
   Google Scholar
• Sleeter, C. E., & Bernal, D. D. (2004). Critical pedagogy, critical race theory, an antiracist education: Implications for multicultural education. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (2nd, pp. 240–258). Jossey-Bass.
   Google Scholar
• Streeter, J. R., Kavanagh, K. M., Thacker, E. S., & Bodle, A. T. (2021). Town halls, graffiti walls, and exploding atoms: Dialogue, engagement, and perspective-taking in online teacher education. The New Educator, 17(4), 415–438. https://doi.org/10.1080/1547688X.2021.1996668
   Google Scholar
• Thambinathan, V., & Kinsella, E. A. (2021). Decolonizing methodologies in qualitative research: Creating spaces for transformative praxis. International Journal of Qualitative Methods, 20, 1–9. https://doi.org/10.1177/16094069211014766
   Web of Science ®Google Scholar
• Ward, M. F., Sandlin, J. A., Vlahoulis, M. M., & Holman, C. L. (Eds.). (2021). The pandemic reader: Exposing social (in)justice in the time of COVID-19. Dio Press.
   Google Scholar
• Wu, L. (2020). Just what is a first-generation Chinese male immigrant and college student doing in a nice field like teacher education? In In J. A. Van Galen & J. Sablan (Eds.), Amplified voices, intersecting identities: Volume 1: First-Gen PhDs navigating institutional power (pp. 93–100). Brill. https://doi.org/10.1163/9789004445178_013
   Google Scholar
• Wu, L. (2023a). Enacting hip-hop pedagogy for joy and justice. The Educational Forum, 87(3), 147–161. https://doi.org/10.1080/00131725.2022.2158256
   Web of Science ®Google Scholar
• Wu, L. (2023b). Historicizing anti-Asian racism to promote justice for Asian Americans post-pandemic. In S. M. McCarther & D. M. Davis (Eds.), Breakthrough: From pandemic panic to promising practice (pp. 225–231). Information Age Publishing.
   Google Scholar
• Youdell, D. (2012). Fabricating ‘Pacific Islander’: Pedagogies of expropriation, return and resistance and other lessons from a ‘Multicultural Day.’ Race Ethnicity and Education, 15(2), 141–155. https://doi.org/10.1080/13613324.2011.569243
   Web of Science ®Google Scholar
• 项, 飙., & 吴, 琦. Xiang, B., & Wu, Q. (2020). 把自己作为方法: 与项飙对话. (The self as method: In conversation with Xiang Biao). 上海文艺出版社. (Shanghai Literature and Art Publishing House).
   Google Scholar