References
- Abedi, J. (2004). The No Child Left Behind Act and English language learners: Assessment and accountability issues. Educational Researcher, 33(1), 4–14. https://doi.org/https://doi.org/10.3102/0013189X033001004
- Alim, H. S., Paris, D., & Wong, S. P. (2020). Culturally sustaining pedagogy: A critical framework for centering communities. In N. S. Nasir, C. D. Lee, R. Pea, & M. M. De Royston (Eds.), Handbook of the cultural foundations of learning (pp. 261–276). Routledge.
- Annamma, S., Jackson, D. D., & Morrison, D. (2017). Conceptualizing color-evasiveness: Using dis/ability critical race theory to expand a color-blind racial ideology in education and society. Race Ethnicity and Education, 20(2), 147–162. https://doi.org/https://doi.org/10.1080/13613324.2016.1248837
- Anzaldúa, G. (1987). Borderlands/la frontera: The new mestiza. Aunt Lute Books.
- Bartolomé, L. I. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), 173–194. https://doi.org/https://doi.org/10.17763/haer.64.2.58q5m5744t325730
- Bondy, J. (2015). Hybrid citizenship: Latina youth and the politics of belonging. The High School Journal, 98(4), 353–373. https://doi.org/https://doi.org/10.1353/hsj.2015.0012
- Bonilla-Silva, E. (2009). Racism without racists: Color-blind racism and the persistence of racial inequality in America. Rowman & Littlefield.
- Castañeda, A. (2006). Roads to citizenship: Mexican migrants in the United States. In S. Oboler (Ed.), Latinos and citizenship: The dilemma of belonging (pp. 143–166). Palgrave Macmillan.
- Cochran-Smith, M. (1995). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32(3), 493–522. https://doi.org/https://doi.org/10.2307/1163321
- De Genova, N. (2006). The legal production of Mexican/migrant “illegality.” In S. Oboler (Ed.), Latinos and citizenship: The dilemma of belonging (pp. 61–90). Palgrave Macmillan.
- Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. W. W. Norton & Co., Inc.
- Foucault, M. (1977). Discipline and punish: The birth of the prison. Random House.
- Freire, P. (1994). Pedagogy of the oppressed. Continuum.
- Garcia, O. (2009). Bilingual education in the 21st century. Wiley and Sons.
- Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/https://doi.org/10.1177/0022487102053002003
- Guinier, L. (2016). The tyranny of the meritocracy: Democratizing higher education in America. Beacon.
- Gutiérrez, K., & Orellana, M. F. (2006). The “problem” of English learners: Constructing genres of difference. Research in the Teaching of English, 40(4), 502–507. https://www.jstor.org/stable/40171712
- Gutierrez, K., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 65(3), 445–471. https://doi.org/https://doi.org/10.17763/haer.65.3.r16146n25h4mh384
- Hopewell, S., & Escamilla, K. (2014). Struggling reader or emerging biliterate student? Evaluating the criteria for labeling emerging bilingual students as low achieving. Journal of Literacy Research, 46(1), 68–89. https://doi.org/https://doi.org/10.1177/1086296X13504869
- Howard, T., & Navarro, O. (2016). Critical race theory 20 years later: Where do we go from here? Urban Education, 51(3), 253–273. https://doi.org/https://doi.org/10.1177/0042085915622541
- Johnson, C. C., Bolshakova, V. L. J., & Waldron, T. (2016). When good intentions and reality meet: Large-scale reform of science teaching in urban schools with predominantly Latino ELL students. Urban Education, 51(5), 476–513. https://doi.org/https://doi.org/10.1177/0042085914543114
- Kendi, I. X. (2017). Stamped from the beginning: The definitive history of racist ideas in America. Bold Type Books.
- Kendi, I. X. (2019). How to be an antiracist. One World.
- Kimmerer, R. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge and the teachings of plants. Milkweed Editions.
- Kiramba, L. K. (2019). Heteroglossic practices in a multilingual science classroom. International Journal of Bilingual Education and Bilingualism, 22(4), 445–458. https://doi.org/https://doi.org/10.1080/13670050.2016.1267695
- Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/https://doi.org/10.3102/00028312032003465
- Ladson-Billings, G., & Tate, W. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68. https://doi.org/https://doi.org/10.4324/9781315709796-2
- Lomawaima, K. T., & McCarty, T. L. (2002). When tribal sovereignty challenges democracy: American Indian education and the democratic ideal. American Educational Research Journal, 39(2), 279–305. https://doi.org/https://doi.org/10.3102/00028312039002279
- Love, B. J. (2004). Brown plus 50 counter-storytelling: A critical race theory analysis of the “majoritarian achievement gap” story. Equity & Excellence in Education, 37(3), 227–246. https://doi.org/https://doi.org/10.1080/10665680490491597
- Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
- Manzo, R. D., Cruz, L., Faltis, C., & De La Torre, A. (2011). Professional development of secondary science teachers of English learners in immigrant communities. Association of Mexican American Educators Journal, 5(1), 41–48. https://amaejournal.utsa.edu/index.php/AMAE/article/view/90
- Matias, C. (2016). Feeling White: Whiteness, emotionality, and education. Sense Publishers.
- Matsuda, M., Lawrence, C., Delgado, R., & Crenshaw, K. W. (1993). Words that wound: Critical race theory, assaultive speech and the First Amendment. Westview Press.
- McCarty, T. L., & Lee, T. S. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard Educational Review, 84(1), 101–136. https://doi.org/https://doi.org/10.17763/haer.84.1.q83746nl5pj34216
- Mitchell, K. (2013). Race, difference, meritocracy, and English: Majoritarian stories in the education of secondary multilingual learners. Race Ethnicity and Education, 16(3), 339–364. https://doi.org/https://doi.org/10.1080/13613324.2011.645569
- Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/https://doi.org/10.1080/00405849209543534
- Oakes, J. (1985). Keeping track: How schools structure inequality. Yale University Press.
- Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/https://doi.org/10.3102/0013189X12441244
- Peguero, A. A., & Bondy, J. M. (2011). Immigration and students’ relationship with teachers. Education and Urban Society, 43(2), 165–183. https://doi.org/https://doi.org/10.1177/0013124510380233
- Pollack, M. (2004). Colormute: Race talk dilemmas in an American school. Princeton University Press.
- Santa Ana, O. (2002). Brown tide rising: Metaphors of Latinos in contemporary American public discourse. University of Texas Press.
- Santau, A. O., Maerten-Rivera, J. L., & Huggins, A. C. (2011). Science achievement of English language learners in urban elementary schools: Fourth-grade student achievement results from a professional development intervention. Science Education, 95(5), 771–793. https://doi.org/https://doi.org/10.1002/sce.20443
- Shalaby, C. (2017). Troublemakers: Lessons in freedom from young children at school. The New Press.
- Simpson, L. B. (2017). As we have always done: Indigenous freedom through radical resistance. University of Minnesota Press.
- Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. Routledge.
- Viesca, K. M., Hammer, S., Alisaari, J., Routarinne, S., Teemant, A., Perumal, R., Flynn, N., & Aquah, E. O. (2019, April 5-9). Quality content teaching for multilingual students: An international examination of instructional practices in four nations [Paper presentation]. 2019 American Educational Researchers Association Annual Meeting. Toronto, Canada.
- Villegas, A. M., & Lucas, T. (2007, March). The culturally responsive teacher. Educational Leadership, 64(6), 28–33. https://go-galecom.ezproxy.lib.purdue.edu/ps/i.do?p=AONE&u=purdue_main&id=GALE|A163121847&v=2.1&it=r&sid=AONE&asid=e6ce62fc
- Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8(1), 69–91. https://doi.org/https://doi.org/10.1080/1361332052000341006
- Yosso, T. J. (2006). Critical race counterstories along the Chicana/Chicano educational pipeline. Routledge.
- Zavarzadeh, M. (1992). Theory as resistance. In M. Kecht (Ed.), Pedagogy is politics: Literary theory and critical teaching (pp. 25–47). University of Illinois Press.