Speaking Up and Speaking Out? Long-Term Impact of Critical Multicultural Pedagogy

References

• Anderson, S., MacPhee, D., & Govan, D. (2000). Infusion of multicultural issues into curricula: A student perspective. Innovative Higher Education, 25(1), 37–57.
   Google Scholar
• Banks, J. (1994). An introduction to multicultural education. Boston, MA: Pearson.
   Google Scholar
• Beach, R., Thein, A., & Parks, D. (2008). High school students' competing social worlds: Negotiating identities and allegiances in response to multicultural literature. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Bonilla-Silva, E. (2003). Racism without racists: Color-blind racism and the persistence of inequality in the United States. Lanham, MD: Rowman and Littlefield.
   Google Scholar
• Cooley, R. (2004). New kids on the block: Fifth graders use Iggie's House to think about racism, anti-racism, and the importance of acting for justice. Rethinking Schools, 19(2), 48–31. Retrieved from http://www.rethinkingschools.org.udel.idm.oclc.org/archive/19_02/kids192.shtml
   Google Scholar
• Dunn, A. H., Dotson, E. K., Ford, J. C., & Roberts, M. A. (2014). “You won't believe what they said in class today”: Professors' reflections on student resistance in multicultural education courses. Multicultural Perspectives, 16(2), 93–98.
   Google Scholar
• Fine, M., Weis, L., & Powell, L. (1997). Communities of difference: A critical look at desegregated spaces created for and by youth. Harvard Educational Review, 67(2), 247–284.
   Web of Science ®Google Scholar
• Flynn, J. E. (2010). Discussing race and culture in the middle school classroom: Scaffolding critical multiculturalism. In C. Sleeter & S. May (Eds.), Critical multiculturalism: Theory and praxis (pp. 165–175). New York, NY: Routledge.
   Google Scholar
• Flynn, J. E. (2012). Critical pedagogy with the oppressed and the oppressors: Middle school students discuss racism and white privilege. Middle Grades Research Journal, 7(2), 95–110.
   Google Scholar
• Flynn, Jr., J. E. (2015). White fatigue: Naming the challenge in moving from an individual to a systemic understanding of racism. Multicultural Perspectives, 17(3), 115–124.
   Web of Science ®Google Scholar
• Gay, G. (2000). Culturally responsive teaching. New York, NY: Teachers College Press.
   Google Scholar
• Glaser, B., & Strauss, A. (1967). Discovery of grounded theory. Chicago, IL: Aldine.
   Google Scholar
• Glazier, J., & Seo, J. (2005). Multicultural literature as mirror and window? Journal of Adolescent and Adult Literacy, 48(8), 686–700.
   Web of Science ®Google Scholar
• Goodman, D. (2011). Promoting diversity and social justice: Educating people from privileged groups. New York, NY: Routledge.
   Google Scholar
• Gorlewski, J. (2007). Vive la resistance! (De)Constructing classmates in a white working class high school. Multicultural Perspectives, 9(4), 20–27.
   Google Scholar
• Henze, R., Lucas, T., & Scott, B. (1998). Dancing with the monster: Teachers discuss racism, power, and White privilege in education. Urban Review, 30(3), 187–210.
   Google Scholar
• Hill, M. E., & Augoustinos, M. (2001). Stereotype change and prejudice reduction: Short- and long-term evaluation of a cross-cultural awareness programme. Journal of Community and Applied Psychology, 11(4), 243–262.
   Web of Science ®Google Scholar
• Keehn, M. G. (2015). When you tell a personal story, I kind of perk up a little bit more: An examination of student learning from listening to personal stories in two social diversity courses. Equity & Excellence in Education, 48(3), 373–391.
   Web of Science ®Google Scholar
• Kernahan, C., & Davis, T. (2010). What are the long-term effects of learning about racism? Teaching of Psychology, 37(1), 41–45.
   Web of Science ®Google Scholar
• Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
   Web of Science ®Google Scholar
• May, S. (1999). Critical multiculturalism and cultural difference: Avoiding essentialism. In S. May (Ed.), Critical multiculturalism: Rethinking multicultural and antiracist education (pp. 11–41). Philadelphia, PA; London, UK: Falmer Press.
   Google Scholar
• Möller, K., & Allen, J. (2000). Connecting, resisting, and searching for safer places: Students respond to Mildred Taylor's The Friendship. Journal of Literacy Research, 32(2), 145–186.
   Web of Science ®Google Scholar
• Neville, H., Lilly, R., Duran, G., Lee, R., & Browne, L. (2000). Construction and initial validation of the Color-Blind Racial Attitudes Scale (CoBRAS). Journal of Counseling Psychology, 47(1) 59–70.
   Web of Science ®Google Scholar
• Pedersen, A., Walker, I., & Wise, M. (2005). Talk does not cook rice: Beyond anti-racism rhetoric to strategies for social action. American Psychologist, 40(1), 20–30.
   Web of Science ®Google Scholar
• Poon, O., Squire, D., Kodama, C., Byrd, A., Chan, J., Manzano, L., … Bishundat, D. (2016). A critical review of the model minority myth in selected literature on Asian Americans and Pacific Islanders in higher education. Review of Educational Research, 86(2), 469–502.
   Web of Science ®Google Scholar
• Rogers, R., & Mosley, M. (2006). Racial literacy in a second-grade classroom: Critical race theory, whiteness studies, and literacy research. Reading Research Quarterly, 41(4), 462–495.
   Web of Science ®Google Scholar
• Rude, J., Wolniak, G., & Pascarella, E. (2012, June). Racial attitude change during the college years. Paper presented at the AERA Annual Meeting, Vancouver, British Columbia.
   Google Scholar
• Storms, S. B. (2012). Preparing students for social action in a social justice education course: What works? Equity & Excellence in Education, 45(4), 547–560.
   Google Scholar
• Trainor, J. (2005). “My ancestors didn't own slaves”: Understanding White talk about race. Research in the Teaching of English, 40(2), 140–167.
   Web of Science ®Google Scholar
• Ukpokodu, O. (2003). Teaching multicultural education from a critical perspective: Challenges and dilemmas. Multicultural Perspectives, 5(4), 17–23.
   Google Scholar
• Whiting, E. F., & Cutri, R. M. (2015). Naming a personal “unearned” privilege: What pre-service teachers identify after a critical multicultural education course. Multicultural Perspectives, 17(1), 13–20.
   Web of Science ®Google Scholar
• Williams, B. (2004). The truth in the tale: Race and counterstorytelling in the classroom. Journal of Adolescent and Adult Literacy, 48(2), 164–169.
   Web of Science ®Google Scholar