References
- Aronson, B., and J. Laughter. 2016. “The Theory and Practice of Culturally Relevant Education: A Synthesis of Research Across Content Areas.” Review of Educational Research 86 (1): 163–206.
- Barnes, M. E. 2018. “Conflicting Conceptions of Care and Teaching and Pre-Service Teacher Attrition.” Teaching Education 29 (2): 178–193.
- Bourdieu, P., and J. C. Passeron. 1990. Reproduction in Education, Society and Culture. London: Sage.
- Brayboy, B. M. J. 2005. “Toward a Tribal Critical Race Theory in Education.” The Urban Review 37 (5): 425–446.
- Chen, Y., and S. Feng. 2013. “Access to Public Schools and the Education of Migrant Children in China.” China Economic Review 26: 75–88.
- Cowen, R. 2009. “The Transfer, Translation and Transformation of Educational Processes: And Their Shape-Shifting?” Comparative Education 45 (3): 315–327.
- DeCuir, J. T., and A. D. Dixson. 2004. “‘So When It Comes Out, They Aren’t That Surprised that It Is There’: Using Critical Race Theory as a Tool of Analysis of Race and Racism in Education.” Educational Researcher 33 (5): 26–31.
- Dixson, A. D., and C. K. Rousseau. 2005. “And We Are Still Not Saved: Critical Race Theory in Education Ten Years Later.” Race Ethnicity and Education 8 (1): 7–27.
- Gay, G. 2010. Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.
- Gillborn, D. 2005. “Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory and Education Reform.” Journal of Education Policy 20 (4): 485–505.
- Goodburn, C. 2009. “Learning from Migrant Education: A Case Study of the Schooling of Rural Migrant Children in Beijing.” International Journal of Educational Development 29 (5): 495–504.
- Goodnight, M. R. 2017. “Critical Race Theory in India: Theory Translation and the Analysis of Social Identities and Discrimination in Indian Schooling.” Compare: A Journal of Comparative and International Education 47 (5): 665–683.
- Hannum, E., P. Kong, and Y. Zhang. 2009. “Family Sources of Educational Gender Inequality in Rural China: A Critical Assessment.” International Journal of Educational Development 29 (5): 474–486.
- Hartlep, N. (2009). “Critical Race Theory: An Examination of its Past, Present, and Future Implications.” Unpublished manuscript, Department of Urban Education & Social Foundations of Education, University of Wisconsin at Milwaukee, Milwaukee, WI.
- Kozol, J. 1991. Savage Inequalities: Children in America’s Schools. New York: Crown.
- Ladson-Billings, G. 1994. The Dream-keepers: Successful Teachers of African American Children. San Francisco, CA: Jossey-Bass.
- Ladson-Billings, G. 1995. “But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy.” Theory into Practice 34 (3): 159–165.
- Ladson-Billings, G. 1998. “Just What is Critical Race Theory and What's It Doing in a Nice Field Like Education?” International Journal of Qualitative Studies in Education 11 (1): 7–24.
- Ladson-Billings, G. 2003. “It’s Your World, I’m Just Trying to Explain It: Understanding Our Epistemological and Methodological Challenges.” Qualitative Inquiry 9 (1): 5–12.
- Ladson-Billings, G. 2004. “New Directions in Multicultural Education: Complexities, Boundaries, and Critical Race Theory.” In Handbook of Research on Multicultural Education, edited by J. A. Banks and C. A. M. Banks, 50–65. San Francisco, CA: Jossey-Bass.
- Ladson-Billings, G. 2006. “From the Achievement Gap to the Education Debt: Understanding Achievement in US Schools.” Educational Researcher 35 (7): 3–12.
- Lai, F., C. Liu, R. Luo, L. Zhang, X. Ma, Y. Bai, Y., B. Sharbono, and S. Rozelle. 2014. “The Education of China’s Migrant Children: The Missing Link in China’s Education System.” International Journal of Educational Development 37: 68–77.
- Liu, C. 2016. “The Education of Rural Migrant Children in China.” Master’s thesis, Vanderbilt University.
- Liu, F. 2017. “Chinese Young Men’s Construction of Exemplary Masculinity: The Hegemony of Chenggong.” Men and Masculinities 20 (1): 1–23.
- López, G. R. 2003. “The (Racially Neutral) Politics of Education: A Critical Race Theory Perspective.” Educational Administration Quarterly 39 (1): 68–94.
- Matsuda, M., C. Lawrence, R. Delgado, and K. Crenshaw, eds. 1993. Words That Wound: Critical Race Theory, Assaultive Speech, and the First Amendment. Boulder, CO: Westview Press.
- McLaren, P. 2003. “Critical Pedagogy: A Look at The Major Concepts.” Eds. In The Critical Pedagogy Reader. New York: RoutledgeFalmer.
- Moll, L., C. Amanti, D. Neff, and N. Gonzalez. 2005. “Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.” In Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms, edited by N. Gonzalez, L. Moll, and C. Amanti, 71–88. Mahwah, NJ: Lawrence Erlbaum.
- Moll, L., C. Amanti, D. Neff, and N Gonzalez. 2005. “Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.” In Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms, edited by N. Gonzalez, L. Moll, & C. Amanti, 71–88. Mahwah, NJ: Lawrence Erlbaum.
- Moll, L. C. 2013. L.S. Vygotsky and Education. New York: Routledge.
- Moll, L. C., C. Amanti, D. Neff, and N. Gonzalez. 1992. “Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.” Theory into Practice 31 (2): 132–141.
- Mu, G. M., X. Zheng, N. Jia, X. Li, S. Wang, Y. Chen, Y. He, et al. 2013. “Revisiting Educational Equity and Quality in China through Confucianism, Policy, Research, and Practice.” The Australian Educational Researcher 40 (3): 373–389.
- Noddings, N. 1988. “An Ethic of Caring and Its Implications for Instructional Arrangements.” American Journal of Education 96 (2): 215–230.
- Noddings, N. 1992. The Challenge to Care in Schools: An Alternative Approach to Education. New York: Teachers College Press.
- Noddings, N. 2002. Educating Moral People: A Caring Alternative to Character Education. New York: Teachers College Press.
- Penn State Science. 2018. “Chinese Culture, Tradition, and Customs.” Accessed 29 December 2018. http://elements.science.psu.edu/psu-pku/student-resources/resources-for-penn-state-students/chinese-culture-tradition-and-customs.
- Phillips, D., and M. Schweisfurth. 2014. Comparative and International Education: An Introduction to Theory, Method, and Practice. London: Bloomsbury.
- Rolón-Dow, R. 2005. “Critical Care: A Color(full) Analysis of Care Narratives in the Schooling Experiences of Puerto Rican Girls.” American Educational Research Journal 42 (1): 77–111.
- Sabir, S. 2003. “Chimerical Categories: Caste, Race, and Genetics.” Developing World Bioethics 3 (2): 170–177.
- Sleeter, C. E. 2001. “Preparing Teachers for Culturally Diverse Schools: Research and the Overwhelming Presence of Whiteness.” Journal of Teacher Education 52 (2): 94–106.
- Solorzano, D., M. Ceja, and T. Yosso. 2000. “Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students.” Journal of Negro Education 69 (1/2): 60–73.
- Solorzano, D., and T. Yosso. 2002. “Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research.” Qualitative Inquiry 8 (1): 23–44.
- Sun, Y., and Li, W. 2016. Boy Crisis. Guangzhou: Guangzhou Economic Publishing Press.
- Tan, C. 2015. “Education Policy Borrowing and Cultural Scripts for Teaching in China.” Comparative Education 51 (2): 196–211.
- Valenzuela, A. 1999. Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. Albany: State University of New York Press.
- Wang, T. 2017. “Religion-Based Cultural Identity and Conflicts of Migrant Muslim Students in Northwest China.” Race Ethnicity and Education 21 (6): 858–875.
- Yosso, T. J. 2005. “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth.” Race Ethnicity and Education 8 (1): 69–91.
- Yosso, T. J. 2006. Critical Race Counterstories along the Chicana/Chicano Educational Pipeline. New York: Routledge.
- Zhu, G. Forthcoming. “‘My Biggest Mission Has Always Been Reaching the Unreachable’: The Counternarratives of One Urban School Teacher’s Culturally-Responsive Teaching and Critical Caring in One Urban School.” In The SAGE Handbook of Critical Pedagogies, edited by S. Steinberg, B. Down, S. Grande, and D. Nix-Stevenson. Thousand Oaks, CA: Sage.