References
- Akom, A. A. (2009). Critical hip hop pedagogy as a form of liberatory praxis. Equity & Excellence in Education, 42(1), 52–66.
- Bacolod, M. (2007). Who teaches and where they choose to teach: College graduates of the 1990s. Educational Evaluation and Policy Analysis, 29, 155–168.
- Barrett, B. D. (2009). No Child Left Behind and the assault on teachers' professional practices and identities. Teaching and Teacher Education, 25(8), 1018–1025.
- Boal, A. (1979). Theatre of the oppressed. New York, NY: Theatre Communications Group.
- Cochran-Smith, M. (2005). 2005 Presidential Address: The New Teacher Education: For Better or for Worse? Educational Researcher, 34(7), 3–17.
- Darling-Hammond, L. (2007). The flat earth and education: How America's commitment to equity will determine our future. Educational Researcher, 36(6), 318–334.
- Dennis, B. (2009). Acting up: Theater of the oppressed as critical ethnography. International Journal of Qualitative Methods, 8, 65–96.
- Douglas, B., Lewis, C. W., Douglas, A., Scott, M. E., & Garrison-Wade, D. (2008). The impact of White teachers on the academic achievement of Black students: An exploratory qualitative analysis. Educational Foundations, 22(1–2), 47–62.
- Freire, P. (2000). Pedagogy of the oppressed (30th ed.). New York, NY: Bloomsbury.
- Freire, P. (2007). Freire: Education for critical consciousness. New York, NY: The Continuum Publishing Co.
- Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208.
- Howard, L. A. (2004). Speaking theatre/doing pedagogy: Re‐visiting theatre of the oppressed. Communication Education, 53(3), 217–233.
- Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12.
- Lipman, P. (2004). High-stakes education: Inequality, globalization, and urban school reform. New York, NY: RoutledgeFalmer.
- Lipman, P. (2011). Contesting the city: Neoliberal urbanism and the cultural politics of education reform in Chicago. Discourse: Studies in the Cultural Politics of Education, 32(2), 217–234.
- Montano, T., Lopez-Torres, L., DeLissovoy, N., Pacheco, M., & Stillman, J. (2002). Teachers as activists: Teacher development and alternate sites of learning. Equity & Excellence in Education, 35(3), 265–275.
- Nieto, S., & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education (6th ed.). Boston, MA: Pearson.
- Olsen, B., & Anderson, L. (2007). Courses of action: A qualitative investigation into urban teacher retention and career development. Urban Education, 42(1), 5–29.
- Picher, M. (2007). Democratic process and the theatre of the oppressed. New Directions for Adult and Continuing Education, 116, 79–88.
- Picower, B. (2012). Practice what you teach: Social justice education in the classroom and in the streets. New York, NY: Routledge.
- Ryan, J. E. (2004). The perverse incentives of the No Child Left Behind act. New York University Law Review, 79, 932.
- Rymes, B., Cahnmann-Taylor, M., & Souto-Manning, M. (2008). Bilingual teachers' performances of power and conflict. Teaching Education, 19(2), 93–107.
- Schaedler, M. T. (2010). Boal's Theater of the Oppressed and how to derail real-life tragedies with imagination. New Directions for Youth Development, 2010(125), 141–151.
- Smith, T., & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.
- Snyder-Young, D. (2011). Rehearsals for revolution? Theatre of the Oppressed, dominant discourses, and democratic tensions. Research in Drama Education, 16(1), 29–45.
- Stovall, D. (2013). Against the politics of desperation: Educational justice, critical race theory, and Chicago school reform. Critical Studies in Education, 54(1), 33–43.
- Tanner, D. (2013). Race to the top and leave the children behind. Journal of Curriculum Studies, 45(1), 4–15.
- Zeichner, K. (2010). Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher education in the U.S. Teaching and Teacher Education, 26(8), 1544–1552.