Native black consciousness responding to the complexity of white racial consciousness

References

• Allen, R. L., & Rossatto, C. A. (2009). Does critical pedagogy work with privileged students? Teacher Education Quarterly, 36, 163–180.
   Google Scholar
• Baszile, D. T. (2008). The oppressor within: A counterstory of race, repression, and teacher reflection. The Urban Review, 40, 371–385.10.1007/s11256-008-0090-1
   Google Scholar
• Bell, D. (1991). Racial realism. Connecticut Law Review, 24, 363.
   Google Scholar
• Bell, D. (1995). Who’s afraid of critical race theory? University of Illinois Law Review, 1995, 893–910.
   Google Scholar
• Bonilla-Silva, E. (2006). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States. New York, NY: Rowman & Littlefield.
   Google Scholar
• Bonilla-Silva, E. (2012). The invisible weight of whiteness: The racial grammar of everyday life in contemporary America. Ethnic and Racial Studies, 35, 173–194.
   Web of Science ®Google Scholar
• Clark, S. P., & Brown, C. (1990). Ready from within: Septima Clark & the civil rights movement, a first person narrative. Trenton, NJ: Africa World Press.
   Google Scholar
• DiAngelo, R. (2011). White fragility. The International Journal of Critical Pedagogy, 3(3), 54–70.
   Google Scholar
• DuBois, W. E. B. (1903). The souls of black folks. Chicago, IL: McClurg & Co.
   Google Scholar
• Foster, M. (1998). Black teachers on teaching. New York, NY: The New Press.
   Google Scholar
• Frankenberg, R. (1993). Growing up white: Feminism, racism and the social geography of childhood. Feminist Review, 45, 51–84.10.1057/fr.1993.38
   Web of Science ®Google Scholar
• Giroux, H. (1988). Teachers as intellectuals toward a critical pedagogy of learning. Westport, CT: Bergin & Garvey.
   Google Scholar
• Hilliard, A., III. (1991). Do we have the will to educate all children? Educational Leadership, 49, 31–36.
   Web of Science ®Google Scholar
• hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge.
   Google Scholar
• Hurston, Z. N. (1928). How it feels to be colored me. World Tomorrow, 11, 215–216.
   Google Scholar
• Hyland, N. E. (2005). Being a good teacher of black students? White teachers and unintentional racism. Curriculum Inquiry, 35, 429–459.10.1111/j.1467-873X.2005.00336.x
   Web of Science ®Google Scholar
• Jackson, T. O., & Howard, T. C. (2014). The continuing legacy of freedom schools as sites of possibility for equity and social justice for black students. Western Journal of Black Studies, 38, 155–162.
   Google Scholar
• Ladson-Billlings, G. (1995). But that's just good teaching: The case for culturally relevant pedagogy. Theory to Practice, 34, 159–165.
   Web of Science ®Google Scholar
• Ladson-Billings, G. (2000). Fighting for our lives: Preparing teachers to teach African American students. Journal of Teacher Education, 51, 206–214.10.1177/0022487100051003008
   Web of Science ®Google Scholar
• Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Educational Review, 84, 74–84.10.17763/haer.84.1.p2rj131485484751
   Web of Science ®Google Scholar
• Lee, C. D. (2007). Culture, literacy, and learning. New York, NY: Teachers’ College Press.
   Google Scholar
• Matias, C. E. (2015). ‘Why do you make me hate myself?’: Re-teaching whiteness, abuse, and love in urban teacher education. Teaching Education, 27, 194–211.10.1080/10476210.2015.1068749
   Google Scholar
• McKenzie, K. B. (2009). Emotional abuse of students of color: The hidden inhumanity in our schools. International Journal of Qualitative Studies in Education, 22, 129–143.10.1080/09518390801998270
   Google Scholar
• Morrison, T. (1993). On the backs of blacks. TIME, 57. Retrieved from http://collectiveliberation.org/wp-content/uploads/2013/01/Morrison-On-the-Backs-of-Blacks.pdf
   Google Scholar
• Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41, 93–97.10.3102/0013189X12441244
   Web of Science ®Google Scholar
• Scheurich, J. J. (1993). Toward a white discourse on white racism. Educational Researcher, 22, 5–10.10.3102/0013189X022008005
   Google Scholar
• Scheurich, J. J. (1998). Highly successful and loving, public elementary schools populated mainly by low-ses children of color core beliefs and cultural characteristics. Urban Education, 33, 451–491.10.1177/0042085998033004001
   Web of Science ®Google Scholar
• Sleeter, C. E. (2005). Students as curriculum. Un-standardizing curriculum: Multicultural teaching in the standards-based classroom. New York, NY: Teachers College Press.
   Google Scholar
• Standing Bear, L. (1933). Luther Standing Bear (Lakota) recalls his experiences at the Carlisle Indian industrial school, 1879. In Land of the spotted eagle. New York, NY: Houghton Mifflin.
   Google Scholar
• Woodson, C. G. (1933). The miseducation of the Negro. Washington, DC: Associated Publishers.
   Google Scholar
• Wright, R. (1940). Native son. New York, NY: Harper Perennial.
   Google Scholar
• Yosso, T. J. (2002). Toward a critical race curriculum. Equity & Excellence in Education, 35, 93–107.
   Google Scholar