300
Views
9
CrossRef citations to date
0
Altmetric
Original Articles

Drawing on Dynamic Local Knowledge Through Student-Generated Photography

REFERENCES

  • Allen, J. (2007). Creating welcoming schools: A practical guide to home-school partnerships with diverse families. Newark, DE: International Reading Association.
  • Allen, J., Fabregas, V., Hankins, K.H., Hull, G., Labbo, L., Lawson, H.S., & Urdanivia-English, C. (2002). PhOLKS lore: Learning from photographs, families, and children. Language Arts, 79(4), 312–322.
  • Allen, J., & Labbo, L. (2001). Giving it a second thought: Making culturally engaged teaching culturally engaging. Language Arts, 79(1), 40–52.
  • Baeder, A. (2010). Stepping into students’ worlds. Educational Leadership, 67(5), 56–60.
  • Bragg, T. (2004). Young photographers capture the essence of Catholic social teaching. Momentum-Washington, 35(3), 24–27.
  • Coles-Ritchie, M., & Charles, W. (2013). Teachers drawing on the power of place to indigenize assessment. In P. Marlow & S. Siekman (Eds.), Communities of practice: An Alaskan native model for language teaching and learning (pp. 101–118). Tucson, AZ: University of Arizona Press.
  • Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56(1), 18–36.
  • Darling-Hammond, L. (2010). The flat world and education: How America's commitment to equity will determine our future. New York, NY: Teachers College Press.
  • Fienup-Riordan, A., Rearden, A., & Meade, M. (Eds.). (2005). Yup’ik words of wisdom. Lincoln, NE: University of Nebraska Press.
  • Fine, M. (1994). Working the hyphens. Handbook of qualitative research. Thousand Oaks, CA: Sage.
  • Flores, M.T. (2007). Navigating contradictory communities of practice in learning to teach for social justice. Anthropology & Education Quarterly, 38(4), 380–404.
  • Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
  • González, N., Moll, L., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.
  • Graziano, K.J. (2011). Working with English language learners: Preservice teachers and photovoice. International Journal of Multicultural Education, 13(1), 1–19
  • Gutiérrez, K.D., & Arzubiaga, A.E. (2012). An ecological and activity theoretic approach to studying diasporic and nondominant communities. In W. Tate (Ed.), Research on schools, neighborhoods, and communities: Toward civic responsibility (pp. 203–213). Lanham, MD: Rowman & Littlefield.
  • Heath, S.B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge, MA: Cambridge University Press.
  • hooks, b. (2003). Teaching community: A pedagogy of hope. New York, NY: Psychology Press.
  • Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
  • Lather, P. (1994). Fertile obsession: Validity after poststructuralism. In A. Gitlin (Ed.), Power and method: Political activism and educational research (pp. 36–60) New York, NY: Routledge.
  • Lichtman, M. (2010). Understanding and evaluating qualitative educational research. New York, NY: Sage Publications.
  • Lico, S., & Luttrell, W. (2011). An important part of me: A dialogue about difference. Harvard Educational Review, 81(4), 667–686.
  • Luttrell, W. (2010). “A camera is a big responsibility”: A lens for analyzing children's visual voices. Visual Studies, 25(3), 224–237.
  • Luttrell, W., Dorsey, J., Hayden, J., & Shalaby, C. (2011). Transnational childhoods and youth media: Seeing with and learning from one immigrant child's visual narrative. In J. Fisherkeller (ed.). International perspectives on youth media: Cultures of production & education (pp. 192–208). New York, NY: Peter Lang Publishers.
  • Luttrell, W., Restler, V., & Fontaine, C. (2012). Youth video-making: Selves and identities in dialogue. In Milne E. J., Mitchell, C., & de Lange, N. (Eds.). Participatory video handbook (pp. 164–177). Latham, MD: AltaMira Press.
  • Marlow, P.E., & Siekmann, S. (Eds.). (2013). Communities of practice: An Alaskan native model for language teaching and learning. Tucson, AZ: University of Arizona Press.
  • Mills, G. (2013). Action research: A guide for the teacher researcher. Boston, MA: Pearson Education.
  • Moll, L.C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(1), 132–141
  • Moll, L. C., & Gonz´lez, N. (2004). Engaging life: A funds of knowledge approach to multicultural education. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 699–715). San Francisco, CA: Jossey-Bass.
  • Nieto, S. (2012). Affirming diversity: The sociopolitical context of multicultural education. Boston, MA: Pearson.
  • Rossman, G.B., & Rallis, S.F. (2011). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage.
  • Serriere, S.C. (2010). Carpet-time democracy: Digital photography and social consciousness in the early childhood classroom. The Social Studies, 101(2), 60–68.
  • Sleeter, C.E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562–584.
  • Strauss, A., & Corbin, J.M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage.
  • Street, C. (2005). Funds of knowledge at work in the writing classroom. Multicultural Education, 13(2), 22–25.
  • Suarez-Orozco, C., Suarez-Orozco, M., & Todorova, I. (2008). Learning in a new land. Cambridge, MA: Harvard University Press.
  • Supon, V. (2006). Using digital cameras for multidimensional learning in K-12 classrooms. Journal of Instructional Psychology, 33(2), 154.
  • Tripp, D.H. (1990). Socially critical action research. Theory into practice, 29(3), 158–166.
  • Turney, K., & Kao, G. (2009). Barriers to school involvement: Are immigrant parents disadvantaged? The Journal of Educational Research, 102(4), 257–271.
  • Valdés, G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. New York, NY: Teachers College Press.
  • Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York, NY: Teachers College Press.
  • Valenzuela, A. (1999). Subtractive schooling: US-Mexican youth and the politics of caring. New York, NY: SUNY Press.
  • Villenas, S. (1996). The colonizer/colonized Chicana ethnographer: Identity, marginalization, and co-optation in the field. Harvard Educational Review, 66(4), 711–732.
  • Yates, L.L. (2010). The story they want to tell, and the visual story as evidence: Young people, research authority and research purposes in the education and health domains. Visual Studies, 25(3), 280–291.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.