References
- Allen, C. D., & Eisenhart, M. (2017). Fighting for desired versions of a future self: How young women negotiated STEM-related identities in the discursive landscape of educational opportunity. Journal of the Learning Sciences, 26(3), 407–436. doi:10.1080/10508406.2017.1294985
- Balibar, E., Mezzadra, S., & Samaddar, R. (2012). Borders of justice. Philadelphia, PA: Temple University Press.
- Bang, M., Faber, L., Gurneau, J., Marin, A., & Soto, C. (2016). Community-based design research: Learning across generations and strategic transformations of institutional relations toward axiological innovations. Mind, Culture, and Activity, 23(1), 28–41. doi:10.1080/10749039.2015.1087572
- Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94(6), 1008–1026.
- Barnett, C. (2005). Ways of relating: Hospitality and the acknowledgement of otherness. Progress in Human Geography, 29(1), 5–21. doi:10.1191/0309132505ph535oa
- Beverly, J. (2004). Testimonio: On the politics of truth. Minneapolis: University of Minnesota.
- Birmingham, D., Calabrese Barton, A., McDaniel, A., Jones, J., Turner, C., & Rogers, A. (2017). “But the science we do here matters”: Youth-authored cases of consequential learning. Science Education, 101(5), 818–844. doi:10.1002/sce.21293
- Calabrese Barton, A., & Tan, E. (2018). A longitudinal study of equity-oriented STEM-rich making among youth from historically marginalized communities. American Education Research Journal, 56(4), 761–800. doi:10.3102/0002831218758668
- Chacón, J. M. (2016). Immigration and the bully pulpit. Harvard Law Review, 130, 243.
- Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 119–161). New York, NY: Macmillan.
- Friese, H. (2010). The limits of hospitality: Political philosophy, undocumented migration and the local arena. European Journal of Social Theory, 13(3), 323–341. doi:10.1177/1368431010371755
- Gonzales, L. D., & Terosky, A. L. (2016). From the faculty perspective: Defining, earning, and maintaining legitimacy across academia. Teachers College Record, 18(6), 1–44.
- Gutiérrez, K. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 42, 148–164.
- Gutiérrez, K. D. (2012). Re-mediating current activity for the future. Mind, Culture, and Activity, 19(1), 17–21. doi:10.1080/10749039.2011.632056
- Hicks, J., Jennings, L., Jennings, S., Berry, S., & Green, D. (2018). Middle school bullying: Student perceptions and prevalence. Journal of Child & Adolescent Counseling, 4, 1–14.
- Jurow, A. S., & Shea, M. (2015). Learning in equity-oriented scale-making projects. Journal of the Learning Sciences, 24(2), 286–307. doi:10.1080/10508406.2015.1004677
- Jurow, A. S., Teeters, L., Shea, M., & Van Steenis, E. (2016). Extending the consequentiality of “invisible work” in the food justice movement. Cognition and Instruction, 34(3), 210–221. doi:10.1080/07370008.2016.1172833
- Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher, 35(7), 3–12.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, MA: Cambridge University Press.
- Lee, C. (2006). ‘Every good‐bye ain’t gone’: Analyzing the cultural underpinnings of classroom talk.”. International Journal of Qualitative Studies in Education, 19(3), 305–327. doi:10.1080/09518390600696729
- Milner, H. R. (2013). Analyzing poverty, learning, and teaching through a critical race theory lens. Review of Research in Education, 37(1), 1–53. doi:10.3102/0091732X12459720
- Nasir, N. I. S., & Vakil, S. (2017). STEM-focused academies in urban schools: Tensions and possibilities. Journal of the Learning Sciences, 26(3), 376–406. doi:10.1080/10508406.2017.1314215
- National Science Foundation (2014). Science & Engineering Indicators. http://www.nsf.gov/statistics/seind14/content/etc/nsb1401.pdf. Accessed Nov, 2017.
- Rubel, L., Hall-Wieckert, M., & Lim, V. (2017). Making space for place: Mapping tools and practices to teach for spatial justice. Journal of the Learning Sciences, 26(4), 643–687. doi:10.1080/10508406.2017.1336440
- Squire, V., & Darling, J. (2013). The “minor” politics of rightful presence: Justice and relationality in city of sanctuary. International Political Sociology, 7(1), 59–74. doi:10.1111/ips.2013.7.issue-1
- Strauss, A. C., & Corbin, J. (1988). Basics of qualitative research. Thousand Oaks, CA: Sage Inc.
- Taylor, K. H. (2017). Learning along lines: Locative literacies for reading and writing the city. Journal of the Learning Sciences, 26(4), 533–574. doi:10.1080/10508406.2017.1307198
- Tedesco, D., & Bagelman, J. (2017). The ‘Missing ‘Politics of whiteness and rightful presence in the Settler Colonial City. Millennium, 45(3), 380–402. doi:10.1177/0305829817712075
- Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409–428. doi:10.17763/haer.79.3.n0016675661t3n15
- Vakil, S., McKinney de Royston, M., Nasir, N., & Kirshner, B. (2016). Rethinking race and power in design-based research. Cognition and Instruction, 34(3), 194–209. doi:10.1080/07370008.2016.1169817
- Vrasti, W., & Dayal, S. (2016). Cityzenship: Rightful presence and the urban commons. Citizenship Studies, 20(8), 994–1011. doi:10.1080/13621025.2016.1229196
- Wang, J., Iannotti, R. J., Luk, J. W., & Nansel, T. R. (2010). Co-occurrence of victimization from five subtypes of bullying. Journal of Pediatric Psychology, 35(10), 1103–1112. doi:10.1093/jpepsy/jsq048
- Watkins, P., & Moreno, E. (2017). Bathrooms without borders: Transgender students argue separate is not equal. The Clearing House, 90(5–6), 166–171. doi:10.1080/00098655.2017.1361285