Disciplining Dalmar: a demand to uncover racism and racialization in pursuit of culturally relevant pedagogy

References

• Apple, M. (2006). Critical education, politics, and the real world. In L. Weis, C. McCarthy, & G. Dimitriadis (Eds.), Ideology, curriculum, and the new sociology of education (pp. 203–218). New York, NY: Routledge.
   Google Scholar
• Apple, M. (2009). On the tasks of the critical educational scholar/activist. In R. Winkle-Wagner, C. A. Hunter, & D. H. Ortloff (Eds.), Bridging the gap between theory and practice in educational research (pp. 21–34). New York, NY: Palgrave Macmillan.
   Google Scholar
• Au, K., & Jordan, C. (1981). Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In H. Trueba, G. Guthrie, & K. Au (Eds.), Culture and the bilingual classroom: Studies in classroom ethnography (pp. 69–86). Rowley, MA: Newbury House.
   Google Scholar
• Basford, L. (2010). From mainstream to East African charter: Cultural and religious experiences of Somali youth in US schools. Journal of School Choice, 4, 485–509.10.1080/15582159.2010.526859
   Google Scholar
• Bigelow, M. (2008). Somali adolescents' negotiation of religious and racial bias in and out of school. Theory Into Practice, 47, 27–34.10.1080/00405840701764706
   Web of Science ®Google Scholar
• Bigelow, M. (2010). Mogadishu on the Mississippi: Language, racialized identity, and education in a new land. Maiden, MA: Wiley-Blackwell.
   Google Scholar
• Blackledge, A. (2005). Discourse and power in a multilingual world. Philadelphia, PA: Benjamins.10.1075/dapsac.15
   Google Scholar
• Bonilla-Silva, E. (2009). Racism without racists: Color-blind racism and the persistence of racial inequality in America. New York, NY: Rowman & Littlefield.
   Google Scholar
• Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). Cambridge: Cambridge University Press.
   Google Scholar
• Bourdieu, P. (1984). Practical reason: On the theory of action. Stanford, CA: Stanford University Press.
   Google Scholar
• Brayboy, B. M. (2000). The Indian and the researcher: Tales from the field. International Journal of Qualitative Studies in Education, 13, 415–426.10.1080/095183900413368
   Google Scholar
• Clifford, P., Friesen, S., & Jardine, D. W. (2008). “Whatever happens to him happens to us”: Reading Coyote reading the world. In D. W. Jardine, P. Clifford, & S. Friesen (Eds.), Back to the basics of teaching and learning: “Thinking the world together” (pp. 41–52). New York, NY: Routledge.
   Google Scholar
• Cross, B. E. (2005). New racism, reformed teacher education, and the same ole’ oppression. Educational Studies, 38, 263–274.
   Google Scholar
• Davies, B., & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20, 247–259.10.1080/09518390701281751
   Google Scholar
• Dennison, G. (1969). The lives of children: A practical description of freedom in its relation to growth and learning. New York, NY: Random House.
   Google Scholar
• Erickson, F., & Mohatt, C. (1982). Cultural organization and participation structures in two classrooms of Indian students. In G. Spindler (Ed.), Doing the ethnography of schooling (pp. 131–174). New York, NY: Holt, Rinehart & Winston.
   Google Scholar
• Fine, M. (2006). Contesting research rearticulation and “thick democracy” as political projects of method. In L. Weis, C. McCarthy, & G. Dimitriadis (Eds.), Ideology, curriculum, and the new sociology of education (pp. 145–165). New York, NY: Routledge.
   Google Scholar
• Forman, M. (2001). “Straight outta Mogadishu”: Prescribed identities and performative practices among Somali youth in North American high schools. Topia, 5, 33–60.
   Google Scholar
• Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106–116.10.1177/0022487102053002003
   Web of Science ®Google Scholar
• Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. New York, NY: Simon and Schuster.
   Google Scholar
• Gramsci, A. (1971). Selections from the prison notebooks. New York, NY: International Publishers.
   Google Scholar
• Hall, S. (1996). Introduction: Who needs “identity?” In S. Hall & P. du Gay (Eds.), Questions of cultural identity (pp. 1–17). London: Sage.
   Google Scholar
• Hansen, S. E. (2012). Laughing in spaces of sameness: Disrupting the seriousness of critical pedagogy (Doctoral dissertation). University of Minnesota, Minneapolis, MN.
   Google Scholar
• Hyde, L. (2010). Trickster makes this world: Mischief, myth, and art. New York, NY: Farrar, Straus, and Giroux.
   Google Scholar
• Kumashiro, K. (2008). The seduction of common sense. New York, NY: Teachers College Press.
   Google Scholar
• Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465–491.10.3102/00028312032003465
   Web of Science ®Google Scholar
• Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher, 35(7), 3–12.10.3102/0013189X035007003
   Google Scholar
• Ladson-Billings, G. (2014, October 25). Hip hop/hip hope: Reinventing culturally relevant pedagogy. Keynote address at Minnesota-NAME (National Association for Multicultural Education) Conference, Minneapolis, MN.
   Google Scholar
• Langellier, K. M. (2010). Performing Somali identity in the diaspora: ‘Wherever I go I know who I am’. Cultural Studies, 24, 66–94.10.1080/09502380903200723
   Web of Science ®Google Scholar
• Leet-Otley, J. (2012). The spirit and strength of Somali youth in America (Unpublished dissertation). University of Minnesota, Minneapolis, MN.
   Google Scholar
• Lewis, C., & Ketter, J. (2004). Learning as social interaction: Interdiscursivity in a teacher and researcher study group. In R. Rogers (Ed.), An introduction to critical discourse analysis in education (pp. 117–146). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Mason, A. M. (2013). Schooling culturally relevant pedagogy: One story about tension and transformation ( Unpublished dissertation). University of Minnesota, Minneapolis, MN.
   Google Scholar
• Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1991). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 132–141.
   Google Scholar
• Ngo, B. (2010). Unresolved identities: Discourse, ambivalence, and urban immigrant students. New York, NY: SUNY Press.
   Google Scholar
• Noddings, N. (2010). Moral education and caring. Theory and Research in Education, 8, 1–45.
   Google Scholar
• Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Harlow: Pearson Education.
   Google Scholar
• Ogbu, J. (1987). Variability in minority school performance: A problem in search of an explanation. Anthropology and Education Quarterly, 18, 312–334.10.1525/aeq.1987.18.4.04x0022v
   Web of Science ®Google Scholar
• Oikonomidoy, E. (2010). Zooming into the school narratives of refugee students. Multicultural Perspectives, 12, 74–80.10.1080/15210960.2010.481186
   Google Scholar
• Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.
   Web of Science ®Google Scholar
• Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84, 85–100.
   Web of Science ®Google Scholar
• Perez, W. (2009). We are Americans: Undocumented students pursuing the American dream. Sterling, VA: Stylus.
   Google Scholar
• Schaffer, R., & Skinner, D. G. (2009). Performing race in four culturally diverse fourth grade classrooms: Silence, race talk, and the negotiation of social boundaries. Anthropology & Education Quarterly, 40, 277–296.
   Web of Science ®Google Scholar
• Schweber, S. (2007). Donning wigs, divining feelings, and other dilemmas of doing research in devoutly religious contexts. Qualitative Inquiry, 13, 58–84.10.1177/1077800406295483
   Web of Science ®Google Scholar
• Skiba, R., Simmons, A., Ritter, S., Kohler, K., Henderson, M., & Wu, T. (2006). The context of minority disproportionality: Practitioner perspectives on special education referral. Teachers College Record, 108, 1424–1459.10.1111/tcre.2006.108.issue-7
   Web of Science ®Google Scholar
• Sleeter, C. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47, 562–584.10.1177/0042085911431472
   Web of Science ®Google Scholar
• Suarez-Orozco, M. M. (2001). Globalization, immigration, and education: The research agenda. Harvard Educational Review, 71, 345–365.
   Web of Science ®Google Scholar
• Thomas, J. (1993). Doing critical ethnography. Newbury Park, CA: Sage.
   Google Scholar
• Valenzuela, A. (1999). Subtractive schooling: US Mexican youth and the politics of caring. New York, NY: SUNY Press.
   Google Scholar
• Vogt, L. A., Jordan, C., & Tharp, R. G. (1987). Explaining school failure, producing school success: Two cases. Anthropology and Education Quarterly, 18, 276–286.
   Web of Science ®Google Scholar
• Yoshino, K. (2006). Covering: The hidden assault on our civil rights. New York, NY: Random House.
   Google Scholar
• Young, M. D. (2000). Considering (irreconcilable?) contradictions in cross-group feminist research. International Journal of Qualitative Studies in Education, 13, 629–660.
   Google Scholar