References
- Anderson, C., Avery, P., Pederson, P., Smith, E., & Sullivan, J. (1997). Divergent perspectives on citizenship education: A q-method study and survey of social studies teachers. American Educational Research Journal, 34(2), 333–364.
- Apple, M. (2004). Ideology and curriculum (3rd ed.). New York, NY: Routledge Falmer.
- Apple, M. W. (2006). Educating the “right” way: Markets, standards, God, and inequality. New York, NY: Routledge Falmer.
- Atkinson, W. (2011). From sociological fictions to social fictions: Some Bourdieusian reflections on the concepts of “institutional habitus” and “family habitus”. British Journal of Sociology of Education, 32(3), 331–347.
- Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258–267.
- Banks, J. (1969). A content analysis of the Black American in textbooks. Social Education, 33(8), 954–957, 963.
- Banks, J. (1988). Approaches to multicultural curriculum reform. Multicultural Leader, 1(2), 37–38.
- Banks, J.A. (1999). An introduction to multicultural education (2nd ed.). Boston, MA: Allyn and Bacon.
- Banks, J. (2010). Multicultural education: characteristics and goals. In Banks, J. A., & Banks, C. A. M. (Eds.). (2010). Multicultural education: Issues and perspectives (pp. 3–32). Hoboken, NJ: John Wiley & Sons.
- Barton, K., & Levstik, L. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum Associates.
- Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. Cambridge, MA: Harvard University Press.
- Bourdieu, P. (1990). The logic of practice. Stanford, CA: Stanford University Press.
- Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R. K. Brown (Ed.), Knowledge, education, and cultural change: Papers in the sociology of education (pp. 71–84). London: Tavistock.
- Bourdieu, P., & Wacquant, L. J. (Eds.). (1992). An invitation to reflexive sociology. Chicago, IL: University of Chicago Press.
- Brown, J. G. (2007). Teaching about genocide in a new millennium. Social Education, 71(1), 21–23.
- Cornbleth, C., & Waugh, D. (1995). The great speckled bird: Multicultural politics and education policymaking. New York, NY: St. Martin's Press.
- Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed method approaches (2nd ed.). Thousand Oaks, CA: Sage.
- Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
- Engeström, Y. (1999). Innovative learning in work teams: Analysing cycles of knowledge creation in practice. In Y. Engeström, R. Miettinen, & R. Punamaki (Eds.) Perspectives on activity theory (pp. 377–406). Cambridge: Cambridge University Press.
- Engeström, Y. (2006). Values, rubbish, and workplace learning. In P. Sawchuk, N. Duarte, & M. Elhamoumi, (Eds.) Critical perspectives on activity: Explorations across education, work, and everyday life (pp. 193–207). Cambridge: Cambridge University Press.
- Epstein, T. (2008). Interpreting national history: Race, identity, and pedagogy in classrooms and communities. New York, NY: Routledge.
- Foner, E. (1998). The story of American freedom. New York, NY: W.W. Norton & Company.
- Giroux, H. A., & Purpel, D. E. (1983). The hidden curriculum and moral education: Deception or discovery? Berkeley, CA: McCutchan Publishing Corp.
- Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
- Jost, J. Federico, C., & Napier, J. (2009). Political ideology: Its structure, functions, and elective affinities. Annual Review of Psychology, 60, 307–337.
- Ladson-Billings, G. (2003). Lies my teacher still tells: Developing a critical race perspective toward the social studies. In G. Ladson-Billings (Ed.), Critical race theory perspectives on the social studies (pp. 1–11). Greenwich, CT: Information Age.
- Loewen, J. (1995). Lies my teacher told me: Everything your American history textbook got wrong. New York, NY: Simon & Schuster Inc.
- Marcus, A., & Stoddard, J. ( May/June, 2007). Tinsel town as teacher: Hollywood film in the high school history classroom. The History Teacher, 40(3), 303–330.
- McLuhan, M. (1964). Understanding media: The extensions of man. Cambridge, MA: MIT Press.
- Miles, M., & Huberman, A. (1984). Qualitative data analysis: A sourcebook of new methods. London: Sage.
- Norman, D. (1993). Things that make us smart: Defending human attributes in the age of the machine. New York, NY: Basic Books.
- Pea, R. (1997). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.) Distributed cognitions (pp. 47–87). Cambridge: Cambridge University Press.
- Postman, N. (1993). Technopoly: The surrender of culture to technology. New York, NY: Vintage Books.
- Raphael, C., Bachen, C., Lynn, K. M., Baldwin-Philippi, J., & McKee, K. A. (2010). Games for civic learning: A conceptual framework and agenda for research and design. Games and Culture, 5(2), 199–235.
- Reay, D. (2004). “It's all becoming a habitus”: Beyond the habitual use of habitus in educational research. British Journal of Sociology of Education, 25(4), 431–444.
- Squire, K. (2006). From content to context: Videogames as designed experience. Educational Researcher, 35(8), 19–29.
- Stake, R. E. (2000). Case studies. In N. K. Denzin, and Lincoln, Y.S. (Eds.), Handbook of qualitative research (2nd ed., pp. 435–454). Thousand Oaks, CA: Sage.
- Stoddard, J., & Marcus, A. ( Spring, 2006). The burden of historical representation: Race, freedom and “educational” Hollywood film. Film & History, 36(1), 26–35.
- Van Hover, S., Hicks, D., Stoddard, J., & Lisanti, M. (2010). From a roar to a murmur: Virginia's history & social science standards, 1995 to the present. Theory and Research in Social Education, 38(1), 82–115.
- Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.
- Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269.