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Book Reviews

We can’t teach what we don’t know: White teachers, multiracial schools

References

  • Apple, M. (1982). Education and power. Boston, MA: Ark Paperbacks.
  • Apple, M. (1990). Ideology and curriculum (2nd ed.). New York City, NY: Routledge & Kegan Paul.10.4324/9780203241219
  • Craig, C. J. (1995). Knowledge communities: A way of making sense of how beginning teachers come to know in their professional knowledge contexts. Curriculum Inquiry, 25, 151–175.10.1080/03626784.1995.11076175
  • Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58, 280–299.10.17763/haer.58.3.c43481778r528qw4
  • Delpit, L. D. (1997). Other people’s children: Cultural conflict in the classroom. New York City, NY: The New Press.
  • Freire, P. (1968/1998). Pedagogy of the oppressed ( Rev. ed.). New York City, NY: Continuum.
  • Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York City, NY: Teachers College Press.
  • González, N., Moll, L., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities and classrooms. Mahwah, NJ: Erlbaum.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465–491.10.3102/00028312032003465
  • Olson, M. R., & Craig, C. J. (2001). Opportunities and challenges in the development of teachers’ knowledge: The development of narrative authority through knowledge communities. Teaching and Teacher Education, 17, 667–684.10.1016/S0742-051X(01)00023-3
  • Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69–91.10.1080/1361332052000341006
  • Yosso, T., & García, D. (2007). “This Is No Slum!”: A critical race theory Analysis of community cultural wealth in culture clash’s Chavez Ravine. Aztlan: A Journal of Chicano Studies, 32 (1), 145–179.
  • Zhu, G. (2017). “Traditional teaching method still holds water.” Narrative inquiry of student teachers’ professional identities at the intersections of teacher knowledge and subject matter knowledge. In G. Chan, D. Keyes, & V. Ross (Eds.), Intersections of teacher knowledge and subject matter knowledge: Narrative approaches at the crossroads of the classroom (pp. 225-247). Bingley: Emerald Group Publishing. doi: 10.1108/S1479-368720160000028018

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