Political clarity and the limitations of humanistic violence in the U.S. K-12 classroom

References

• Alberto, L. (2017). Coming Out as Indian: On being an Indigenous Latina in the US. Latino Studies, 15, 247–253.
   Web of Science ®Google Scholar
• Alfred, G. T. (2005). Wasáse: Indigenous pathways of action and freedom. NY, Ontario: University of Toronto Press.
   Google Scholar
• Aronowitz, S. (2009). Against schooling: education and social class. In Darder, A., Baltodano, M.P., & Torres, R.D., (2nd ed.), The critical pedagogy reader (pp. 106–122). New York, NY: Routledge.
   Google Scholar
• Bernal, D. D., & Alemán, E. J. (2017). Transforming educational pathways for Chicana/o Students: A critical race feminista praxis. New York: Teachers College Press.
   Google Scholar
• Brayboy, B. M. J. (2013). Tribal critical race theory: An origin story and future directions. In Handbook of critical race theory in education (pp. 88–100). New York, NY: Taylor & Francis.
   Google Scholar
• Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425–446. doi: 10.1007/s11256-005-0018-y
   Google Scholar
• Clandinin, D. J., Murphy, M. S., Huber, J., & Orr, A. M. (2009). Negotiating narrative inquiries: Living in a tension-filled midst. The Journal of Educational Research, 103(2), 81–90. doi:10.1080/00220670903323404
   Web of Science ®Google Scholar
• Coulthard, G. S. (2014). Red skin white masks: Rejecting the colonial politics of recognition. Minneapolis, MN: University of Minnesota Press.
   Google Scholar
• Cresswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles, CA: Sage.
   Google Scholar
• Cumes, A. (2004). ‘Aquí no hay racism, aquí hay interculturalidad…’: Experiencias de trabajo en la Escuela Normal Pedro Molina. In Heckt, M., & Palma Murga, G. (Eds.). Racismo en Guatemala: De lo políticamente correctio a la lucha antirracista (pp. 41–76). Ciudad de Guatemala, GA: Editores Siglo Veintiuno.
   Google Scholar
• De Lissovoy, N. (2012). Education and violation: Conceptualizing power, domination, and agency in the hidden curriculum. Race Ethnicity and Education, 15(4), 463–484. doi:10.1080/13613324.2011.618831
   Web of Science ®Google Scholar
• Denzin, N. K. (2006). Pedagogy, performance, and autoethnography. Text and Performance Quarterly, 26(4), 333–338. doi:10.1080/10462930600828774
   Google Scholar
• Du Bois, W. E. B (1999). Darkwater: Voices from within the veil. New York: Dover Publications.
   Google Scholar
• Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: an overview. Historical Social Research/Historische Sozialforschung, 36(4), 273–290.
   Web of Science ®Google Scholar
• Emdin, C. (2016). For white folks who teach in the hood … and the rest of Y’all Too: Reality pedagogy and urban education. Boston, MA: Beacon Press.
   Google Scholar
• Fanon, F. (1956). Racism and Culture. In The African revolution (pp. 29–44). New York, NY: Grove press.
   Google Scholar
• Fanon, F. (2004). The wretched of the Earth. New York, NY: Grove Press.
   Google Scholar
• Fanon, F. (2008). Black skin white masks. New York, NY: Grove Press.
   Google Scholar
• Fernández, E. (2016). Illuminating agency: A Latin@ immigrant parent's testimonio on the intersection of immigration reform and schools. Equity & Excellence in Education, 49(3), 350–362. doi:10.1080/10665684.2016.1194103
   Web of Science ®Google Scholar
• Freire, P., Araújo Freire, A. M., & de Oliveira, W. (2014). Pedagogy of solidarity. Walnut Creek, CA: Left Coast Press.
   Google Scholar
• Freire, P. (2013). Education for critical consciousness. New York, NY: Bloomsbury.
   Google Scholar
• Freire, P. (1996). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, MD: Roman & Littlefield Publishers.
   Google Scholar
• Freire, P. (1993). Pedagogy of the oppressed. New York, NY: Penguin.
   Google Scholar
• Freire, P. (1985). The politics of education: Culture, power, and liberation. South Hadley, MA: Bergin & Garvey.
   Google Scholar
• García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.
   Google Scholar
• Gaztambide-Fernández, R. A. (2012). Decolonization and the pedagogy of solidarity. Decolonization: Indigeneity, Education & Society, 1, 41–67.
   Google Scholar
• Gordon, J. A. (2014). Creolizing political theory: Reading Rousseau through Fanon. New York, NY: Fordham University Press.
   Google Scholar
• Gordon, L. (2015). What Fanon said: A philosophical introduction to his life and thought. New York, NY: Fordham University Press.
   Google Scholar
• Gordon, L. (1999). Bad faith and antiblack racism. Amherst, NY: Prometheus Books.
   Google Scholar
• Grande, S. (2015). Red Pedagogy: Native American Social and Political Thought. Lanham, Maryland: Rowman and Littlefield Publishing.
   Google Scholar
• Grbich, C. (2013). Quantitative Data Analysis: An Introduction. Thousand Oaks, CA: Sage.
   Google Scholar
• Hale, C. (2004). Rethinking indigenous politics in the era of the “indio permitido”. NACLA Report on the Americas, 38, 16–21. doi:10.1080/10714839.2004.11724509
   Google Scholar
• Harper, S. R. (2009). Niggers no more: A critical race counternarrative on Black male student achievement at predominantly White colleges and universities. International Journal of Qualitative Studies in Education, 22(6), 697–712. doi:10.1080/09518390903333889
   Google Scholar
• Huber, L. P. (2009). Disrupting apartheid of knowledge: Testimonio as methodology in Latina/o critical race research in education. International Journal of Qualitative Studies in Education, 22(6), 639–654. doi:10.1080/09518390903333863
   Google Scholar
• Irizarry, J. (2015). The Latiniztion of U.S. Schools: Successful teaching and learning in shifting cultural contexts. New York, NY: Routledge.
   Google Scholar
• Irizarry, J. G., & Raible, J. (2014). “A hidden part of me”: Latino/a students, silencing, and the epidermalization of inferiority. Equity & Excellence in Education, 47(4), 430–444. doi:10.1080/10665684.2014.958970
   Google Scholar
• Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165. doi:10.1080/00405849509543675
   Web of Science ®Google Scholar
• Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: Toward a Fanonian theory of ‘safety’in race dialogue. Race Ethnicity and Education, 13(2), 139–157. doi:10.1080/13613324.2010.482898
   Web of Science ®Google Scholar
• McClellan, P. (2012). Race, gender, and leadership identity: An autoethnography of reconciliation. International Journal of Qualitative Studies in Education, 25(1), 89–100. doi:10.1080/09518398.2011.647720
   Google Scholar
• McGee, E. O., & Stovall, D. (2015). Reimagining critical race theory in education: Mental health, healing, and the pathway to liberatory praxis. Educational Theory, 65(5), 491–511. doi:10.1111/edth.12129
   Web of Science ®Google Scholar
• Mignolo, W. (2005). La Idea de América Latina: La herida colonial y la opción decolonial. Barcelona, Spain. Editorial Gedisa.
   Google Scholar
• Monahan, T. (2009). The surveillance curriculum: risk management and social control in the neoliberal school. In Darder, A., Baltodano, M.P., & Torres, R.D (Eds.) The critical pedagogy reader (2nd ed. pp. 123–134). New York, New York: Routledge.
   Google Scholar
• Morrissey, D. (2014). An autoethnographic inquiry into the role of serendipity in becoming a teacher educator/researcher. International Journal of Qualitative Studies in Education, 27(7), 837–849. doi:10.1080/09518398.2013.820857
   Google Scholar
• NCES (2018). Fast Facts, Teacher Trends. National Center for Education Statistics. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=28.
   Google Scholar
• Negrón-Gonzales, G. (2015). Undocumented youth activism as counter-spectacle: Civil disobedience and testimonio in the battle around immigration reform. Aztlán: A Journal of Chicano Studies, 40(1), 87–112.
   Google Scholar
• Ngunjiri, F. W., Hernandez, K. A. C., & Chang, H. (2010). Living autoethnography: Connecting life and research. Journal of Research Practice, 6(1), 1.
   Google Scholar
• Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. doi:10.3102/0013189X12441244
   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(1), 85–100. doi:10.17763/haer.84.1.982l873k2ht16m77
   Web of Science ®Google Scholar
• Peel, A. (2017). Complicating canons: A critical literacy challenge to common core assessment. Literacy, 51(2), 104–110. doi:10.1111/lit.12106
   Web of Science ®Google Scholar
• Pérez Huber, L. (2010). Using Latina/o Critical Race Theory (LatCrit) and Racist Nativism to Explore Intersectionality in the Educational Experiences of Undocumented Chicana College Students. Educational Foundations, 24, 77–96.
   Google Scholar
• Romero, A., Arce, S., & Cammarota, J. (2009). A barrio pedagogy: Identity, intellectualism, activism, and academic achievement through the evolution of critically compassionate intellectualism. Race Ethnicity and Education, 12(2), 217–233. doi:10.1080/13613320902995483
   Web of Science ®Google Scholar
• Rosenberg, A. (2016). Philosophy of social science. New York, NY: Routledge.
   Google Scholar
• Sartre, J. P. (1984). Being and nothingness. New York, NY: Washington Square Press.
   Google Scholar
• Scheurich, J. J., & Young, M. D. (1997). Coloring epistemologies: Are our research epistemologies racially biased? Educational Researcher, 26(4), 4.
   Google Scholar
• Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. New York, NY: Bergin & Garvey.
   Google Scholar
• Simpson, A. (2014). Mohawk interruptus: Political life across the borders of settler states. Durham, NC: Duke University Press.
   Google Scholar
• Stovall, D. O. (2016). Born out of struggle: Critical race theory, school creation, and the politics of interruption. Albany, NY: SUNY Press.
   Google Scholar
• Urrieta, L. (2017). Identity, violence, and authenticity: Challenging static conceptions of indigeneity. Latino Studies, 15(2), 254–261. doi:10.1057/s41276-017-0063-1
   Web of Science ®Google Scholar
• U.S. Dept. of Ed., (2016). The state of racial diversity in the educator workforce: July 2016. Washington, DC: Policy and Program Studies Service, Office of Planning, Evaluation, and Policy Development, U.S. Department of Education.
   Google Scholar
• Wolin, S. S. (1969). Political theory as a vocation. American Political Science Review, 63(04), 1062–1082. doi:10.1017/S000305540026320X
   Google Scholar
• Wynter, S., & McKittrick, K. (2015). Unparalleled catastrophe for our species? Or, to give humanness a different future: Conversations. In McKittrick, K (Ed.), Sylvia Wynter: On being human as praxis (pp. 9–89). USA: Duke University Press.
   Google Scholar