References
- Baldwin, J. (1963). The fire next time. Dial Press.
- Camangian, P. (2010). Starting with self: Teaching autoethnography to foster critically caring literacies. Research in the Teaching of English, 45(2), 179–204. https://www.jstor.org/stable/40997089
- Cariaga, S. (2019). Towards self-recovery: Cultivating love with young women of color through pedagogies of bodymindspirit. The Urban Review, 51(1), 101–122. https://doi.org/10.1007/s11256-018-0482-9
- Centers for Disease Control and Prevention, Kaiser Permanente. (2016). The ACE Study survey data [Unpublished Data]. U.S. Department of Health and Human Services.
- Curammeng, E. (2020). Portraiture as collage: Ethnic studies as a methodological framework for education research. International Journal of Qualitative Studies in Education, 36(2), 186–202. https://doi.org/10.1080/09518398.2020.1828646
- Darder, A. (2002). Reinventing Paulo Freire: A pedagogy of love. Westview Press.
- Delgado Bernal, D. (1998). Using a Chicana feminist epistemology in educational research. Harvard Educational Review, 68(4), 555–582. https://doi.org/10.17763/haer.68.4.5wv1034973g22q48
- Fierros, C. O., & Delgado Bernal, D. (2016). Vamos a platicar: The contours of pláticas as Chicana/Latina feminist methodology. Chicana/Latina Studies, 15(2), 98–121. https://thisbridgecalledcyberspace.net/FILES/3943.pdf
- Flores, A. I. (2017). The Muxerista portraitist: Engaging portraiture and Chicana feminist theory. Chicana/Latina Studies. Chicana/Latina Studies, 17(1), 60–93. https://thisbridgecalledcyberspace.net/FILES/4396.pdf
- Freire, J. A., & Valdez, V. E. (2017). Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy. Bilingual Research Journal, 40(1), 55–69. https://doi.org/10.1080/15235882.2016.1272504
- Ginwright, S. (2015). Hope and healing in urban education: How urban activists and teachers are reclaiming matters of the heart. Routledge/Taylor & Francis Group.
- Hannegan-Martinez, S. (2019). Literacies of love: Trauma, healing, and pedagogical shifts in an English classroom [Unpublished doctoral dissertation]. University of California.
- hooks, b. (2001). All about love. HarperCollins.
- Jackson, I., Sealey-Ruiz, Y., & Watson, W. (2014). Reciprocal love: Mentoring Black and Latino males through an ethos of care. Urban Education, 49(4), 394–417. https://doi.org/10.1177/0042085913519336
- Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. Jossey-Bass.
- Lyiscott, J. (2019). The quest to be love(d) in urban schools: Issue introduction. The Urban Review, 51(1), 1–4. https://doi.org/10.1007/s11256-018-00494-y
- Macnaghten, P., & Myers, G. (2004). Focus groups: The moderator’s view and the analyst’s wiew. In G. Gobo, J. Gubrium, C. Seale, & D. Silverman (Eds.), Qualitative research practice (pp. 65–79). Sage Publications.
- Malagon, M., Huber, L., & Velez, V. (2009). Our experiences, our methods: Using grounded theory to inform a critical race theory methodology. Seattle Journal for Social Justice, 8(1), 253–272. https://digitalcommons.law.seattleu.edu/sjsj/vol8/iss1/10
- Maxwell. (2013). Qualitative research design: An interactive approach (3rd ed.). Sage Publications.
- McArthur, S. A., & Lane, M. (2019). Schoolin’ Black girls: Politicized caring and healing as pedagogical love. The Urban Review, 51(1), 65–80. https://doi.org/10.1007/s11256-018-0487-4
- Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
- Ohito, E. (2018). “I just love Black people!”: Love, pleasure, and critical pedagogy in urban teacher education. The Urban Review, 51, 123–145. https://doi.org/10.1007/s11256-018-0492-7
- Paris, D., & Winn, M. T. (Eds.). (2013). Humanizing research: Decolonizing qualitative inquiry with youth and communities. Sage Publications.
- Patel, L. (2015). Decolonizing educational research: From ownership to answerability. Routledge.
- Perry, B. D. (2007). The boy who was raised as a dog: And other stories from a child psychiatrist’s notebook—what traumatized children can teach us about loss, loving, and healing. Basic Books.
- Player, G., Animashaun, O., & Thornton, T. (Forthcoming). Getting lost in stars and glitter: black girls’ multimodal literacies as portals to new suns. International Journal of Qualitative Studies in Education.
- Potts, K., & Brown, L. (2005). Becoming an anti-oppressive researcher. In L. Brown & S. Strega (Eds.), Research as resistance: Critical, indigenous, & anti-oppressive approaches (pp. 255–286). Press.
- Reed, K. (2016, July 22). No, there’s no “Hood Disease.” EBONY. https://www.ebony.com/news/no-theres-no-hood-disease-402/
- Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press.
- Siegel, D., & Solomon, M. (2003). Healing traumas: Attachment, mind, body and brain. W.W. Norton & Company.
- Smith, L. T. (2012). Decolonizing methodologies: Research and Indigenous peoples (2nd ed.). Zed Books Ltd.
- Soto, L. D., Cervantes-Soon, C., Villarreal, E., & Campos, E. (2009). The Xicana sacred space: A communal circle of compromiso for educational researchers. Harvard Educational Review, 79(4), 755–776. https://doi.org/10.17763/haer.79.4.4k3x387k74754q18
- Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409–428. https://doi.org/10.17763/haer.79.3.n0016675661t3n15
- Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. SUNY Press.
- Van Der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.
- Villenas, S. (1996). The colonizer/colonized Chicana ethnographer: Identity, marginalization, and co-optation in the Field. Harvard Educational Review, 66(4), 711–731. https://doi.org/10.17763/haer.66.4.3483672630865482
- Weller, F. (2015). The wild edge of sorrow: Rituals of renewal and the sacred work of grief. North Atlantic Books.
- Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69–91. https://doi.org/10.1080/1361332052000341006