Critical Race Theory and Ethnographies Challenging the Stereotypes: Latino Families, Schooling, Resilience and Resistance

References

• Anzaldúa, G. (1987). Borderlands/La Frontera: The New Mestiza. San Francisco: Spinsters/Aunt Lute Books.
   Google Scholar
• Ayers, W. (1996). Foreword to C. Carger Of Borders and Dreams: A Mexican-American Experience of Urban Education. New York: Teachers College Record.
   Google Scholar
• Banks, J. (1997). Teaching Strategies for Ethnic Studies, sixth edition. Needham Heights, Mass.: Allyn & Bacon.
   Google Scholar
• Bartolomé, L. and Macedo, D. (1997). Dancing with bigotry: The poisoning of racial ethnic identities. Harvard Educational Review, 67, 222-246.
   Google Scholar
• Carger, C. L. (1996). Of Borders and Dreams: A Mexican-American Experience of Urban Education. New York: Teachers College Record.
   Google Scholar
• Chavez, L. (1997). Immigration reform and nativism: The Nationalist response to the transnationalist challenge. In J. Perea (Ed.), Immigrants Out! The New Nativism and the Anti-immigrant Impulse in the United States. New York: New York University Press.
   Google Scholar
• Churchill, W. (1995). When Predator Came. Littleton, Co.: Aigis Publications.
   Google Scholar
• Cintrón, J. (1993). A school in change: The empowerment of minority teachers. In H. Trueba, C. Rodriguez, Y. Zou, J. Cintrón, Healing Multicultural America: Mexican Immigrants Rise to Power in Rural California. Washington, D.C.: Falmer Press.
   Google Scholar
• Crawford, J. (1992). Hold Your Tongue: Bilingualism and the Politics of “English Only.” New York: Addison Wesley.
   Google Scholar
• Crawford, J. (1995). Bilingual Education: History, Politics, Theory and Practice. Third edition. Los Angeles: Bilingual Educational Services Inc.
   Google Scholar
• Crenshaw, K., Gotando, N., Peller, G., and Thomas, K. (Eds.) (1995). Critical Race Theory: The Key Writings that Formed the Movement. New York: New Press.
   Google Scholar
• Cummins, J. (1996). Negotiating Identities: Education for Empowerment in a Diverse Society. Ontario, CA: California Association of Bilingual Education.
   Google Scholar
• Delgado, R. (1989). Storytelling for oppositionists and others: A plea for narrative. Michigan Law Review, 87, 2411-2441.
   Google Scholar
• Delgado, R. (Ed.) (1995). Critical Race Theory: The Cutting Edge. Philadelphia: Temple University Press.
   Google Scholar
• Delgado-Gaitan, C. (1990). Literacy for Empowerment: The Role of Parents in Children’s Education. London: Falmer Press.
   Google Scholar
• Delgado-Gaitan, C. (1992). School matters in the Mexican American home: Socializing children to education. American Educational Research Journal, 29, 3, 495-513.
   Google Scholar
• Delgado-Gaitan, C. (1994). Consejos: The power of cultural narrative. Anthropology and Education Quarterly, 25, 298-316.
   Google Scholar
• Delgado-Gaitan, C. (1996). Protean Literacy: Extending the Discourse on Empowerment. London: Falmer Press.
   Google Scholar
• Delgado-Gaitan, C. and Trueba, H. (1991). Crossing Cultural Borders: Education for Immigrant Families in America. London: Falmer Press.
   Google Scholar
• Deyhle, D. (1995). Navajo youth and Anglo racism: Cultural integrity and resistance. Harvard Educational Review, 65(3), 403-444.
   Google Scholar
• Diaz Soto, L. (1997). Language, Culture, and Power: Bilingual Families and the Struggle for Quality Education. Albany: State University of New York Press.
   Google Scholar
• Donato, R. (1997). The Other Struggle for Equal Schools: Mexican Americans during the Civil Rights Era. Albany: State University of New York Press.
   Google Scholar
• Gallegos, B. (1992). Literacy, Education, and Society in New Mexico 1693-1821. Albuquerque: University of New Mexico Press.
   Google Scholar
• Gonzalez, G. (1990). Chicano Education in the Era of Segregation. Philadelphia: The Balch Institute Press.
   Google Scholar
• Hamann, E. (1997). The Future Is Now: Latino Education in Georgia. Paper presented at the annual meeting of the American Anthropological Association, Washington, D.C.
   Google Scholar
• Hidalgo, N. (1998). Toward a definition of a Latino family research paradigm. In The International Journal of Qualitative Studies in Education. Special issue: Critical race theory and qualitative research in education. L. Parker, D. Deyhle, S. Villenas and K. Nebecker (Eds.).
   Google Scholar
• Ladson-Billings, G. (1998). Critical race theory: What’s it doing in a nice field like education. In The International Journal of Qualitative Studies in Education. Special issue: Critical race theory and qualitative research in education. L. Parker, D. Deyhle, S. Villenas and K. Nebecker (Eds.).
   Google Scholar
• Ladson-Billings, G. and Tate IV, W.F. (1995). Toward a critical theory of education. Teachers College Record, 97, 47-68.
   Google Scholar
• Lareau, A. (1989). Home Advantage. London: Falmer Press.
   Google Scholar
• McLaren, P. (1997). Revolutionary Multiculturalism: Pedagogies of Dissent for the New Millennium. Boulder, CO: Westview Press.
   Google Scholar
• Moraes, M. (1996). Bilingual Education: A Dialogue with the Bakhtin Circle. Albany: State University New York Press.
   Google Scholar
• Murillo Jr., E. (1997). Those Damned Mexicans! Resisting Alien Discourses in Rural North Carolina. Paper presented at the annual conference of the American Anthropological Association, Washington, D.C.
   Google Scholar
• Nieto, S. (1996). Affirming Diversity: The Sociopolitical Context of Multicultural Education. Second edition. White Plains, NY: Longman.
   Google Scholar
• Parker, L., Deyhle, D., Villenas, S., and Nebecker, K. (Eds.) (1998). Special issue: Critical race theory and qualitative research in education of the International Journal of Qualitative Studies in Education.
   Google Scholar
• Pizarro, M. (1998). “Chicano Power!” Epistemology and methodology for social justice and empowerment in Chicano communities. In The International Journal of Qualitative Studies in Education. Special issue: Critical race theory and qualitative research in education. L. Parker, D. Deyhle, S. Villenas and K. Nebecker (Eds.).
   Google Scholar
• Rodriguez, C. (1993). Political gains of Chicano community: Taking and using power. In H. Trueba, C. Rodriguez, Y. Zou, J. Cintrón, Healing Multicultural America: Mexican Immigrants Rise to Power in Rural California. Washington, D.C.: Falmer Press.
   Google Scholar
• Romo, H. and Falbo, T. (1996). Latino High School Graduation. Austin: University of Texas Press.
   Google Scholar
• Sampson, E. (1993). Celebrating the Other: A Dialogic Account of Human Nature. Boulder: Westview Press.
   Google Scholar
• Skutnabb-Kangas, T. (1995). Multilingualism and the education of minority children. In O. Garcia and C. Baker (Eds.), Policy and Practice in Bilingual Education. Clevedon, England: Multilingual Matters Ltd.
   Google Scholar
• Spring, J. (1992). Images of American Life: A History of Ideological Management in Schools, Movies, Radio, and Television. Albany: State University of New York Press.
   Google Scholar
• Suárez-Orozco, M. (1989). Central American Refugees and U.S. High Schools: A Psychosocial Study of Motivation and Achievement. Stanford, CA: Stanford University Press.
   Google Scholar
• Suárez-Orozco, C. and Suárez-Orozco, M. (1995). Transformations: Migration, Family Life, and Achievement Motivation among Latino Adolescents. Stanford, CA: Stanford University Press.
   Google Scholar
• Tate IV, W. (1997). Critical race theory and education: History, theory, and implications. In M. Apple (Ed.), Review of Research in Education, vol. 23. Washington, DC: American Educational Research Association.
   Google Scholar
• Thompson, A. (1998). Not for the color purple: Black feminist lessons for educational caring. Harvard Educational Review, 68(4), 522–54.
   Google Scholar
• Trueba, H.T. (1988). Culturally based explanations of minority students’ academic achievement. Anthropology and Education Quarterly, 19, 270-287.
   Google Scholar
• Trueba, H. T. (1991). From failure to success: The roles of culture and cultural conflict in the academic achievement of Chicano students. In R. Valencia (Ed.) Chicano School Failure and Success: Research and Policy Agendas for the 1990s. London: The Falmer Press.
   Google Scholar
• Trueba, H. (1993). Castification in multicultural America. In H.Trueba, C. Rodriguez, Y. Zou, J. Cintrón, Healing Multicultural America: Mexican Immigrants Rise to Power in Rural California. Washington, D.C.: Falmer Press.
   Google Scholar
• Trueba, H., Rodriguez, C., Zou, Y., and Cintrón, J. (1993). Healing Multicultural America: Mexican Immigrants Rise to Power in Rural California. Washington, D.C.: The Falmer Press.
   Google Scholar
• Valdés, G. (1996). Con Respeto: Bridging the Distance between Culturally Diverse Families and Schools. New York: Teachers College Press.
   Google Scholar
• Vasquez, O., Pease-Alvarez, L., and Shannon, S. (1994). Pushing Boundaries: Language and Culture in a Mexicano Community. Cambridge: Cambridge University Press.
   Google Scholar
• Villenas, S. (1996). The colonizer/colonized Chicana ethnographer: Identity, marginalization, and co-optation in the field. Harvard Educational Review, 66(4), 711-731.
   Google Scholar
• Villenas, S. (1997). Small Town Racism and “Mujeres a la Lucha:” Latina Mothers Creating Counterstories of Dignity and Moral Education in North Carolina. Paper presented at the annual meeting of the American Anthropological Association, Washington, D.C.
   Google Scholar
• Wong Fillmore, L. (1992). Against our best interest: The attempt to sabotage bilingual education. In J. Crawford (Ed.), Language Loyalties: A Sourcebook on the Official English Controversy. Chicago: University of Chicago Press.
   Google Scholar
• Wortham, S. (1997). Educational Success among Diaspora Latinos in New England: It’s Sort of the Same Old Story. Paper presented at the annual meeting of the American Anthropological Association, Washington, D.C.
   Google Scholar