References
- Adair, J. K. (2016). Creating positive contexts of reception: The value of immigrant teachers in US early childhood education programs. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 24(1), 1–30. https://doi.org/10.14507/epaa.24.2110
- Amabisca, A. A. (2006). Mirror images? Studying the lives of Mexican-origin teachers teaching Mexican-origin students. University of California.
- Amanti, C. (2005). Beyond a beads and feathers approach. In N. Gonzalez, L. C. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities and classrooms (pp. 131–142). Mahwah, NJ: Lawrence Erlbaum Associates.
- Carter, A. D. J., Castro, E., Cho, C. L., Petchauer, E., Richmond, G., & Floden, R. (2019). Changing the narrative on diversifying the teaching workforce: A look at historical and contemporary factors that inform recruitment and retention of teachers of color. Journal of Teacher Education, 70(1), 6–12. https://doi.org/10.1177/0022487118812418
- Carter, T., Morrish, M., and Amayaw, B. (2008). Attracting immigrants to smaller urban and rural communities: lessons learned from the Manitoba Provincial Nominee Program. J. Int. Migr. Integr, 9, 161–183. doi:https://doi.org/10.1007/s12134-008-0051-2
- DeMatthews, D. E., & Izquierdo, E. (2020). Supporting Mexican American immigrant students on the border: A case study of culturally responsive leadership in a dual language elementary school. Urban Education, 55(3), 362–393. https://doi.org/10.1177/0042085918756715
- Elbaz‐Luwisch, F. (2004). Immigrant teachers: Stories of self and place. International Journal of Qualitative Studies in Education, 17(3), 387–414. https://doi.org/10.1080/0951839042000204634
- Fee, J. F. (2011). Latino immigrant and guest bilingual teachers: Overcoming personal, professional, and academic culture shock. Urban Education, 46(3), 390–407. https://doi.org/10.1177/0042085910377447
- Freire, P. (2003). Pedagogy of the oppressed. Continuum.
- Gallo, S., & Link, H. (2015). Diles La Verdad! Deportation policies, politicized funds of knowledge, and schooling. Harvard Educational Review, 85(3), 357–382. https://doi.org/10.17763/0017-8055.85.3.357
- Gándara, P., & Jongyeon, E. (2018). U.S. immigration enforcement policy and its impact on teaching and learning in the nation’s schools. The Civil Rights Project.
- Haddix, M. M. (2017). Diversifying teaching and teacher education: Beyond rhetoric and toward real change. Journal of Literacy Research, 49(1), 141–149. https://doi.org/10.1177/1086296X16683422
- Hooks, B. (2003). Teaching community: A pedagogy of hope. Routledge.
- Ladson-Billings, G. (2018). The social funding of race: The role of schooling. Peabody Journal of Education, 93,(1), 90–105. https://doi.org/10.1080/0161956X.2017.1403182
- 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(2), 132–141. https://doi.org/10.1080/00405849209543534
- Patel, L. (2018). Immigrant populations and sanctuary schools. Journal of Literacy Research, 50(4), 524–529. https://doi.org/10.1177/1086296X18802417
- Phillion, J. (2003). Obstacles to accessing the teaching profession for immigrant women. Multicultural Education, 11(1), 41.
- Ratković, S., & Pietka-Nykaza, E. (2016). Forced migration and education: Refugee women teachers’ trajectories in Canada and the UK. In C. Schmidt & J. Schneider (Eds.), Diversifying the teaching force in transnational contexts: Critical perspectives (pp. 179–200). Rotterdam: Sense Publishers.
- Redding, C. (2019). A teacher like me: A review of the effect of student–teacher racial/ethnic matching on teacher perceptions of students and student academic and behavioral outcomes. Review of Educational Research, 89(4), 499–535. https://doi.org/10.3102/0034654319853545
- Sáenz, R., & Manges Douglas, K. (2015). A call for the racialization of immigration studies: On the transition of ethnic immigrants to racialized immigrants. Sociology of Race and Ethnicity, 1(1), 166–180. https://doi.org/10.1177/2332649214559287
- Startz, D. (2017). Immigrant teachers play a critical role in American schools. Brown Center Chalkboard, Brookings Institute. Available at: https://www.brookings.edu/blog/brown-center-chalkboard/2017/03/16/immigrant-teachers-play-a-critical-role-in-american-schools/
- Varghese, M. M. (2008). Using cultural models to unravel how bilingual teachers enact language policies. Language and Education, 22(5), 289–306. https://doi.org/10.1080/09500780802152671
- Vélez-Ibáñez, C., & Greenberg, J. (1992). Formation and transformation of funds of knowledge among U.S.-Mexican households. Anthropology & Education Quarterly, 23(4), 313–335. Retrieved December 1, 2020, from http://www.jstor.org/stable/3195869
- Virta, A. (2015). “;In the middle of a pedagogical triangle” – Native-language support teachers constructing their identity in a new context. Teaching and Teacher Education, 46, 84–93. https://org/10.1016/j.tate.2014.11.003
- Yoon, H., & Templeton, T. (2019, Spring). The practice of listening to children: The challenges of hearing children out in an adult-regulated World. Harvard Educational Review, 89(1), 55–84. https://doi.org/10.17763/1943-5045-89.1.55
- Young, J., Goodson, I., Bascia, N., Thiessen, D. (1997). Making a difference about difference: the lives & careers of racial minority immigrant teachers. Canadian Journal of Education, 22(4), 462.