References
- Anzaldúa, G. (2012). Borderlands/La Frontera: The New Mestiza (4th ed.). Aunt Lute Books.
- Apple, M. W. (2014). Official knowledge: Democratic education in a conservative age. Routledge.
- Atkinson, P., Coffey, A., Delamont, S., Lofland, J., & Lofland, L. (Eds.). (2000). Handbook of ethnography. Sage.
- Busey, C. L., & Silva, C. (2021). Troubling the essentialist discourse of Brown in education: The Anti-Black sociopolitical and sociohistorical etymology of Latinxs as a Brown monolith. Educational Researcher, 50(3), 176–186. https://doi.org/10.3102/0013189X20963582
- Busey, C. L., & Dowie-Chin, T. (2021). The making of global Black anti-citizen/citizenship: Situating BlackCrit in global citizenship research and theory. Theory & Research in Social Education, 49(2), 153–175.
- Cammarota, J. (2007). A social justice approach to achievement: Guiding Latina/o students toward educational attainment with a challenging, socially relevant curriculum. Equity & Excellence in Education, 40(1), 87–96. https://doi.org/10.1080/10665680601015153
- Cammarota, J. (2011). From hopelessness to hope: Social justice pedagogy in urban education and youth development. Urban Education, 46(4), 828–844. https://doi.org/10.1177/0042085911399931
- Carmona, J. F. (2018). Pedagogical border crossings: Testimonio y reflexiones de una Mexicana académica. Journal of Latinos and Education, 17(1), 92–97.
- Clay, K. L., & Rubin, B. C. (2020). “I look deep into this stuff because it’s a part of me”: Toward a critically relevant civics education. Theory & Research in Social Education, 48(2), 161–181. https://doi.org/10.1080/00933104.2019.1680466
- Cohen, C., & Luttig, M. (2020). Reconceptualizing political knowledge: Race, ethnicity, and carceral violence. Perspectives on Politics, 18(3), 805–818. https://doi.org/10.1017/S1537592718003857
- Cohen, C., Kahne, J., & Marshall, J. (2018). Let’s go there: Race, ethnicity and a lived civics approach to civics education. GenForward, University of Chicago.
- Falkner, A., & Payne, K. A. (2021). “Courage to take on the bull”: Cultural citizenship in fifth-grade social studies. Theory & Research in Social Education, 49(1), 78–106. https://doi.org/10.1080/00933104.2020.1831675
- Fine, M. (2018). Just research in contentious times: Widening the methodological imagination. Teachers College Press.
- Firestone, W. A. (1993). Alternative arguments for generalizing from data as applied to qualitative research. Educational Researcher, 22(4), 16–23. https://doi.org/10.3102/0013189X022004016
- Flanagan, C. A., Syvertsen, A. K., & Stout, M. D. (2007). Civic measurement models: Tapping adolescents’ civic engagement. The Center for Information and Research on Civic Learning and Engagement.
- Foucault, M. (1980). Power/Knowledge: Selected interviews and other writings, 1972–1977. Vintage.
- Freire, P. (1970). Pedagogy of the oppressed. Continuum.
- Gaby, S. (2017). The civic engagement gap(s): Youth participation and inequality from 1976 to 2009. Youth & Society, 49(7), 923–946. https://doi.org/10.1177/0044118X16678155
- Gadsden, V. L., Johnson, W. F., & Rahman, S. (2019). Civic knowledge, engagement, and participation narratives of youth of color in urban schools. Peabody Journal of Education, 94(1), 78–96. https://doi.org/10.1080/0161956X.2019.1553585
- Gamez, R., & Monreal, T. (2021). “We have that opportunity now”: Black And Latinx Geographies, (Latinx) racialization, and “New Latinx South”. Journal of Leadership, Equity, and Research, 7(2), 1–24.
- Garcia, A., & Mirra, N. (2021). Working toward justice: Youth speculative civic literacies in online policy discourse. Urban Education, 56(4), 640–669. https://doi.org/10.1177/0042085920953881
- Ginwright, S., & Cammarota, J. (2007). Youth activism in the urban community: Learning critical civic praxis within community organizations. International Journal of Qualitative Studies in Education, 20((6), 693–710. https://doi.org/10.1080/09518390701630833
- Glesne, C. (2016). Becoming qualitative researchers: An introduction (5th ed.). Pearson.
- Hart, D., & Youniss, J. (2018). Renewing democracy in young America. Oxford University Press.
- Kahne, J., & Middaugh, E. (2008). Democracy for some: The civic opportunity gap in high school. The Center for Information and Research on Civic Learning and Engagement.
- Kirshner, B. (2009). “Power in numbers”: Youth organizing as a context for exploring civic identity. Journal of Research on Adolescence, 19(3), 414–440. https://doi.org/10.1111/j.1532-7795.2009.00601.x
- Kirshner, B. (2015). Youth activism in an era of educational inequality. New York University Press.
- Kuntz, A. M. (2019). Qualitative inquiry, cartography, and the promise of material change. Routledge.
- Kwon, L., & de los Ríos, C. V. (2019). “See, click, fix”: Civic interrogation and digital tools in a ninth-grade ethnic studies course. Equity & Excellence in Education, 52(2–3), 154–166. https://doi.org/10.1080/10665684.2019.1647809
- Ladson-Billings, G. (Ed.) (2003). Critical race theory perspectives on the social studies: The profession, policies, and curriculum. Information Age Publishing.
- Leonardo, Z. (2007). The war on schools: NCLB, nation creation and the educational construction of whiteness. Race Ethnicity and Education, 10(3), 261–278.
- Levinson, M. (2010). The civic empowerment gap: Defining the problem and locating solutions. In L. Sherrod, J. Torney‐Purta, & C. A. Flanagan (Eds.), Handbook of research on civic engagement (pp. 331–361). John Wiley & Sons.
- Madison, D. S. (2012). Critical ethnography: Method, ethics, and performance. Sage.
- Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
- Mirra, N., & Garcia, A. (2020). “I hesitate but I do have hope”: Youth speculative civic literacies for troubled times. Harvard Educational Review, 90(2), 295–321. https://doi.org/10.17763/1943-5045-90.2.295
- Mirra, N., & Garcia, A. (2017). Civic participation reimagined: Youth interrogation and innovation in the multimodal public sphere. Review of Research in Education, 41(1), 136–158. https://doi.org/10.3102/0091732X17690121
- Moraga, C., & Anzaldúa, G. (Eds.). (2002). This bridge called my back: Writings by radical women of color (3rd ed.). Third Woman Press.
- Muñoz, S. M. (2018). Unpacking legality through La Facultad and cultural citizenship: Critical and legal consciousness formation for politicized Latinx undocumented youth activists. Equity & Excellence in Education, 51(1), 78–91. https://doi.org/10.1080/10665684.2018.1441762
- National Council of the Social Studies. (2013). Revitalizing civic learning in our schools. National Council of the Social Studies (NCSS). https://www.socialstudies.org/position-statements/revitalizing-civic-learning-our-schools.
- Niemi, R. (2012). What students know about civics and government. In D. E. Campbell, M. Levinson, & F. M. Hess (Eds.), Making civics count: Citizenship education for a new generation (pp. 15–35). Harvard Education Press.
- Nienhusser, H. K., & Ives, J. (2020). Examining an urban district’s college-going culture: The role of magnet school designation. The Urban Review 52, 730–758.
- Noguera, P., & Cannella, C. M. (2006). Conclusion: Youth agency, resistance, and civic activism: The public commitment to social justice. In S. Ginwright, P. Noguera, & J. S. Cammarota (Eds.), Beyond resistance!: Youth activism and community change (pp. 333–348). Routledge.
- Peshkin, A. (1988). In search of subjectivity—one’s own. Educational Researcher, 17(7), 17–21.
- Pillow, W. (2003). Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research. International Journal of Qualitative Studies in Education, 16(2), 175–196. https://doi.org/10.1080/0951839032000060635
- Rodriguez, S. (2017). “My eyes were opened to the lack of diversity in our best schools”: Re-conceptualizing competitive school choice policy as a racial formation. The Urban Review, 49(4), 529–550. https://doi.org/10.1007/s11256-017-0415-z
- Rodriguez, S. (2019). “We're building the community; it's a hub for democracy.”: Lessons learned from a library-based, school-district partnership and program to increase belonging for newcomer immigrant and refugee youth. Children and Youth Services Review, 102, 135–144. https://doi.org/10.1016/j.childyouth.2019.04.025
- Rodriguez, S. (2020a). “I was born at the border, like the 'wrong' side of it”: Undocumented Latinx youth experiences of racialization in the U.S. South. Anthropology & Education Quarterly, 51(4), 496–526. https://doi.org/10.1111/aeq.12357
- Rodriguez, S. (2020b). Community-school partnerships as racial projects: Examining belonging for newcomer migrant youth in urban education. Urban Education. https://doi.org/10.1177/0042085920959126
- Rodriguez, S., Douglass, C., & Zapata . (2022). Critical encounters: Lived curriculum of belonging for newcomer migrant youth. In C. Magno, J. Lew, & S. Rodriguez (Eds.), (Re)Mapping migration and education: Methods theory and practice. Brill Publishers.
- Sinclair, K. (2019). Exploring the civic potential of places: Place-based education as a tool for youth civic engagement [Doctoral dissertation]. University of Maryland-College Park. https://drum.lib.umd.edu/handle/1903/25447
- Turner, E. O., & Beneke, A. J. (2020). Softening’ school resource officers: The extension of police presence in schools in an era of Black Lives Matter, school shootings, and rising inequality. Race Ethnicity and Education, 23(2), 221–240. https://doi.org/10.1080/13613324.2019.1679753
- Van & Pham (2018). Retrieved 2021 https://sites.baylor.edu/van_pham/the-immigrant-climate-index-ici/
- Vickery, A. E. (2016). “I know what you are about to enter”: Lived experiences as the curricular foundation for teaching citizenship. Gender and Education, 28(6), 725–741. https://doi.org/10.1080/09540253.2016.1221890
- Warikoo, N., & Carter, P. (2009). Cultural explanations for racial and ethnic stratification in academic achievement: A call for a new and improved theory. Review of Educational Research, 79(1), 366–394.
- Westheimer, J., & Kahne, J. (2004). What kind of citizen?: The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269. https://doi.org/10.3102/00028312041002237
- Wheeler-Bell, Q. (2014). Educating the spirit of activism: A “critical” civic education. Educational Policy, 28(3), 463–486. https://doi.org/10.1177/0895904812465113
- Woodson, A. N. (2019). Racial code words, re‐memberings and Black kids’ civic imaginations: A critical race ethnography of a post‐civil rights leader. Anthropology & Education Quarterly, 50(1), 26–47. https://doi.org/10.1111/aeq.12277
- Woodson, A. N., & Love, B. L. (2019). Outstanding: Centering Black kids’ enoughness in civic education research. Multicultural Perspectives, 21(2), 91–96. https://doi.org/10.1080/15210960.2019.1606631
- Wray-Lake, L., & Abrams, L. (2020). Pathways to civic engagement among urban youth of color. Monographs of the Society for Research in Child Development, 85(2), 7–154. https://doi.org/10.1111/mono.12415
- Zembylas, M. (2021). The affective dimension of everyday resistance: Implications for critical pedagogy in engaging with neoliberalism’s educational impact. Critical Studies in Education, 62(2), 211–226. https://doi.org/10.1080/17508487.2019.1617180