References
- Adler, S. M. (2001). Racial and ethnic identity formation of Midwestern Asian-American children. Contemporary Issues in Early Childhood, 2(3), 265–294. https://doi.org/http://dx.doi.org/10.2304/ciec.2001.2.3.2
- Bhabha, H. (1994). The location of culture. Routledge.
- Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research for education: An introduction to theories and methods (4th ed.). Allyn & Bacon.
- Boutte, G. S., Lopez-Robertson, J., & Powers-Costello, E. (2011). Moving beyond colorblindness in early childhood classrooms. Early Childhood Education Journal, 39, 335–342. https://doi.org/http://dx.doi.org/10.1007/s10643-011-0457-x 5
- Broughton, M. A. (2002). The performance and construction of subjectivities of early adolescent girls in book club discussion groups. Journal of Literacy Research, 34(1), 1–38. https://doi.org/http://dx.doi.org/10.1207/s15548430jlr3401_1
- Buller, G. (2007). Two cultures or one. Language Society and Culture, 23, 10–19.
- Cai, M. (2008). Transactional theory and the study of multicultural literature. Language Arts, 85(3), 212–220.
- Copenhaver-Johnson, J. F. (2006). Talking to children about race: The importance of inviting difficult conversations. Childhood Education, 83(1), 12–22. https://doi.org/https://doi.org/10.1080/00094056.2006.10522869
- Copenhaver-Johnson, J. F., Bowman, J. T., & Johnson, A. C. (2007). Santa stories: Children’s inquiry about race during picturebook read-alouds. Language Arts, 84(3), 234–244.
- De Vries, P. (2011). An 8-year-old’s engagement with preferred music: A case study. Research Studies in Music Education, 33(2), 161–177. https://doi.org/https://doi.org/10.1177/1321103X11424195
- Freire, P. (1996). Pedagogy of the oppressed. Continuum.
- Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164. https://doi.org/http://dx.doi.org/10.1598/RRQ.43.2.3
- Gutiérrez, K. D., Baquedano-Lopez, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4),286–303. https://doi.org/https://doi.org/10.1080/10749039909524733
- Holland, D., Lachicotte, W., Jr, Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Harvard University Press.
- Husband, T. (2018). Using multicultural picture books to promote racial justice in urban early childhood literacy classrooms. Urban Education, 54(8), 1058–1084. https://doi.org/https://doi.org/10.1177/0042085918805145
- Kabuto, B. (2006). If I was born in the year of the tiger, why do I speak English?: Identity, ideology and early biliteracy [Doctoral dissertation]. Hofstra University.
- Kabuto, B. (2008). Parent-research as a process of inquiry: An ethnographic perspective. Ethnography and Education, 3(2), 177–194. https://doi.org/https://doi.org/10.1080/17457820802062433
- Karanja, L. (2010). “Homeless” at home: Linguistic, cultural, and identity hybridity and third space positioning of Kenyan urban youth. Comparative and International Education, 39(2), 1–19. https://doi.org/https://doi.org/10.5206/cie-eci.v39i2.9151
- Lee, B. Y. (2013). Heritage language maintenance and cultural identity formation: The case of Korean immigrant parents and their children in the USA. Early Child Development and Care, 183(11), 1576–1588. https://doi.org/https://doi.org/10.1080/03004430.2012.741125
- Lopez-Robertson, J. (2010). “Lo Agarraron y lo Echaron Pa’tras”: Discussing critical social issues with young Latinas. Colombian Applied Linguistics Journal, 12(2), 43–54. https://doi.org/https://doi.org/10.14483/22487085.82
- Lune, H., & Berg, B. L. (2017). Qualitative research methods for the social sciences. Pearson.
- Maguire, M. H. (2005). Identity and agency in primary trilingual children’s multiple cultural worlds: Third space and heritage languages. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th international symposium on bilingualism (pp. 1423–1445). Cascadilla Press.
- McDaniel, C. (2004). Critical literacy: A questioning stance and the possibility for change. The Reading Teacher, 57(5), 472–481.
- Merriam, S. B. (2001). Qualitative research and case study applications in education. Jossey–Bass.
- Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
- Moje, E., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working towards third space in content area literacy: An examination of everyday funds of knowledge and Discourse. Reading Research Quarterly, 39(1), 38–71. https://doi.org/https://doi.org/10.1598/RRQ.39.1.4
- Norton, B. (2013). Identity and language learning: Extending the conversation. Multilingual Matters.
- Park, J. Y. (2012). Re-imaging reader-response in middle and secondary schools: Early adolescent girls’ critical and communal reader responses to the young adult novel Speak. Children’s Literature in Education, 43(3), 191–212. https://doi.org/https://doi.org/10.1007/s10583-012-9164-5
- Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Lawrence Erlbaum Associates, Inc.
- Quach, L. H., Jo, J. Y. O., & Urrieta, L. (2009). Understanding the racialized identities of Asian students in predominantly white schools. In R. Kubota & A. M. Y. Lin (Eds.), Race, culture, and identities in second language education: Exploring critically engaged practice (pp. 118–137). Routledge.
- Ramsey, P. G. (2004). Teaching and learning in a diverse world: Multicultural education for young children (Vol. 93). Teachers College Press.
- Siu-Runyan, Y. (2007). Critical literacies: Stepping beyond the NCLB Act. New England Reading Association Journal, 43(2), 63–71.
- Son, I. (2014). Partly colored or almost white? Racial intermediacy and identificational ambivalence of grown children of Korean immigrants. Discourse & Society, 25(6), 766–782. https://doi.org/https://doi.org/10.1177/0957926514536834
- Souto-Manning, M. (2009). Negotiating culturally responsive pedagogy through multicultural children’s literature: Towards critical democratic literacy practices in a first grade classroom. Journal of Early Childhood Literacy, 9(1), 50–74. https://doi.org/https://doi.org/10.1177/1468798408101105
- Vasquez, V. (2000). Our way: Using the everyday to create a critical literacy curriculum. Primary Voices K-6, 9(2), 8–13.
- Vasquez, V. (2007). Using the everyday to engage in critical literacy with young children. New England Reading Association Journal, 43(2), 6–11.
- Vasquez, V. (2017). Critical literacy. Oxford Research Encyclopedia of Education. Oxford University Press. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-20?print=pdf
- Vyas, S. (2004). Exploring bicultural identities of Asian high school students through the analytic window of a literature club. Journal of Adolescent & Adult Literacy, 48(1), 12–23. https://doi.org/http://dx.doi.org/10.1598/JAAL.48.1.2
- Waterhouse, J., McLaughlin, C., McLellan, R., & Morgan, B. (2009). Communities of enquiry as a third space: Exploring theory and practice. In British Educational Research Association Annual Conference. University of Manchester. https://www.educ.cam.ac.uk/research/projects/super/pubs.html
- Yoon, B., Simpson, A., & Haag, C. (2010). Assimilation ideology: Critically examining underlying messages in multicultural literature. Journal of Adolescent & Adult Literacy, 54(2), 109–118. https://doi.org/http://dx.doi.org/10.1598/JAAL.54.2.3
- Yu, T. (2006). Challenging the politics of the “model minority” stereotype: A case for educational equality. Equity & Excellence in Education, 39(4), 325–333. https://doi.org/https://doi.org/10.1080/10665680600932333
Literature cited
- Bunting, E. (2006). One green apple. Houghton Mifflin Harcourt.
- Coles, R. (2010). The story of Ruby bridges. Scholastic Inc.
- Recorvits, H. (2006). Yoon and the Christmas mitten. Farrar, Straus and Giroux.