346
Views
10
CrossRef citations to date
0
Altmetric
Articles

The Promise and Perils of Developing Democratic Literacy for Social Justice

Pages 555-579 | Published online: 07 Jan 2015

References

  • Antrop-González, R., & De Jesús, A. (2006). Toward a theory of critical care in urban small school reform: Examining structures and pedagogies of caring in two Latino community-based schools. International Journal of Qualitative Studies in Education, 19(4), 409–433.
  • Anyon, J. (2005). Radical possibilities: Public policy, urban education, and a new social movement. New York: Routledge.
  • Anyon, J. (2006). What should count as educational research: Notes toward a new paradigm. In G. Ladson-Billings & W. F. Tate (Eds.), Education research in the public interest: Social justice, action, and policy (pp. 17–26). New York: Teachers College Press.
  • Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age. New York: Routledge.
  • Applebaum, B. (2009). Is teaching for social justice a “liberal bias”? Teachers College Record, 111(2), 376–408.
  • Artiles, A. J., Harry, B., Reschly, D. J., & Chinn, P. C. (2002). Over-identification of students of color in special education: A critical overview. Multicultural Perspectives, 4(1), 3–10.
  • Associated Press. (2006, May 5). Muslims denied U.S. citizenship file lawsuit. CAIR Illinois. Retrieved April 9, 2008, from http://www.cairchicago.org/inthenews.php?file=ap_cbs205052006
  • Ayers, W. C. (2006). Trudge toward freedom: Educational research in the public interest. In G. Ladson-Billings & W. F. Tate (Eds.), Education research in the public interest: Social justice, action, and policy (pp. 81–98). New York: Teachers College Press.
  • Ayers, W. C., & Quinn, T. (2005). Series foreword. In G. Mitchie, See you when we get there: Teaching for change in urban schools (pp. vii–ix). New York: Teachers College Press.
  • Ayers, W., Quinn, T., & Stovall, D. (2009). Editors’ conclusion. In W. Ayers, T. Quinn, D. Stovall’s (Eds.), Handbook of social justice in education (pp. 725–728). New York: Routledge.
  • Bauer, M. D. (Ed.). (1994). Am I blue?: Coming out from the silence. New York: HarperCollins.
  • Bender-Slack, L., & Raupach, M. P. (2006). Teaching for social justice and teaching controversial issues: Are they one and the same? Wisconsin Social Studies Journal, spring, 33–37.
  • Berlak, A. C. (2004). Confrontations and pedagogy: Cultural secrets, trauma, and emotion in antioppressive pedagogies. In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. 123–144). New York: Peter Lang.
  • Bloom, L. R. (1996). Stories of one’s own: Nonunitary subjectivity in narrative representation. Qualitative Inquiry, 2(2), 176–197.
  • Boler, M. (2004). All speech is not free: The ethics of “affirmative action pedagogy.” In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. 3–13). New York: Peter Lang.
  • Britzman, D. P. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. Albany: State University of New York Press.
  • Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association.
  • Burbules, N. C. (2004). Introduction. In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. xiii–xxxii). New York: Peter Lang.
  • Butin, D. W. (2001). This ain’t talk therapy: Problematizing and extending anti-oppressive education. Educational Researcher, 31(3), 14–16.
  • Chodron, P. (1997). When things fall apart: Heart advice for difficult times. Boston: Shambhala.
  • Chodron, P. (2006). Practicing peace in times of war. Boston: Shambhala.
  • Connell, R. W. (1995). Masculinities. Cambridge, UK: Polity.
  • Copeland, M. (2005). Socratic circles: Fostering critical and creative thinking in middle and high school. Portland, OR: Stenhouse.
  • Cornbleth, C., & Waugh, D. (1995). The great speckled bird: Multicultural politics and education policymaking. Mahwah, NJ: Erlbaum.
  • Dance, L. J. (2008). Racial, ethnic, and gender disparities in early school leaving (dropping out). In B. T. Dill & R. E. Zambrana (Eds.), Emerging intersections: race, class, and gender in theory, policy, and practice (pp. 180–202). New Brunswick, NJ: Rutgers University Press.
  • Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.
  • Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. Walnut Creek, CA: Altamira Press.
  • Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–324.
  • Ellsworth, E. (1997a). Double binds of whiteness. In M. Fine, L. Weis, L. C. Powell, & L. M. Wong (Eds.), Off white: Readings on race, power and society (pp. 259–269). New York: Routledge.
  • Ellsworth, E. (1997b). Teaching positions: Difference, pedagogy, and the power of address. New York: Teachers College Press.
  • Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes. Chicago: University of Chicago Press.
  • Evans, R. W. (2007). Continuing the struggle for social studies. Theory and Research in Social Education, 35(3), 501–507.
  • Finnessy, P. (2007, January). Queer aporias: Straight teachers and a sexual minority curriculum. Paper presented at the annual meeting of the Center for Anti-Oppressive Education, Chicago.
  • Fraser, N. (1997). Justice interruptus: Critical reflections on the “postsocialist” condition. New York: Routledge.
  • Freedman, E. (2007). Is teaching for social justice undemocratic? Harvard Educational Research, 77(4), 442–473.
  • Freire, P. (1994). Pedagogy of the oppressed. New York: Continuum. (Original work published 1970)
  • Freire, P., & Macedo, D. (1987). Reading the word and the world. South Hadley, MA: Bergin and Garvey.
  • Garrison, J. (2004). Ameliorating violence in dialogues across differences: The role of eros and lógos. In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. 89–103). New York: Peter Lang.
  • Gewirtz, S. (1998). Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13(4), 469–484.
  • Glass, G. V. (2008). Fertilizers, pills and magnetic strips. Charlotte, NC: Information Age.
  • Goodman, A. (2007, May 2). A look at the forces behind the anti-immigrant movement. Democracy Now! Retrieved April 12, 2008, from http://www.democracynow.org/2007/5/2/a_look_at_the_forces_behind
  • Gutmann, A. (1999). Democratic education. Princeton, NJ: Princeton University Press.
  • Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy of social justice. New York: Routledge.
  • Hall, H. R. (2009). Tensions, ironies, and social justice in Black civil rights: Lessons from Brown and King. In W. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of social justice in education (pp. 43–50). New York: Routledge.
  • Harding, S. (1987). Introduction: Is there a feminist method? In S. Harding (Ed.), Feminism & methodology (pp. 1–14). Bloomington: Indiana University Press.
  • Harris Interactive and GLSEN. (2005). From teasing to torment: School climate in America, a survey of students and teachers. New York: Gay, Lesbian and Straight Education Network.
  • Heath, S. B. (2008). Foreword. In D. Fisher, N. Frey, & C. Rothenberg (Eds.), Content-area conversations: How to plan discussion-based lessons for diverse language learners. Alexandria, VA: Association for Christians in Student Development. Retrieved March 1, 2009, from http://www.ascd.org
  • Hess, D. (2004). Discussion in social studies: Is it worth the trouble? Social Education, 68(2), 151–155.
  • Hess, D., & Stoddard, J. (2007). 9/11 and terrorism: “The ultimate teachable moment” in textbooks and supplemental curricula. Social Education, 71(5), 231–236.
  • Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. London: Routledge.
  • Johnson, D. W., & Johnson, R. T. (1995). Creative controversy: Intellectual challenge in the classroom (3rd ed.). Edina, MN: Interaction Book.
  • Jones, A. (2004). Talking cure: The desire for dialogue. In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. 57–67). New York: Peter Lang.
  • Kasl, C. D. (2005). If the Buddha got stuck. New York: Penguin Books.
  • Kozol, J. (2005). Still separate, still unequal: America’s educational apartheid. Harper’s Magazine, 311(1864), 41–54.
  • Kozol, J. (2007, September 13). NCLB and the poisonous essence of obsessive testing. Huffington Post. Retrieved April 12, 2008, from http://www.commondreams.org/archive/2007/09/13/3809/
  • Kumashiro, K. K. (2002). Troubling education: Queer activism and antioppressive pedagogy. New York: RoutledgeFalmer.
  • Kumashiro, K. K. (2008). The seduction of common sense: How the right has framed the debate on America’s schools. New York: Teachers College Press.
  • Ladwig, J. G. (1991). Is collaborative research exploitative? Educational Theory, 41(2), 111–120.
  • Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley: University of California Press.
  • Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. San Francisco: Jossey-Bass.
  • Lessing, A. (2009). A soft approach to hard teaching. In W. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of social justice in education (pp. 671–680). New York: Routledge.
  • Lightfoot, S. L. (1983). The good high school: Portraits of character and culture. New York: Basic Books.
  • Lipman, P. (2004). High stakes education: Inequality, globalization and urban school reform. New York: Routledge.
  • Lopez, N. (2003). Hopeful girls, troubled boys: Race and gender disparity in urban education. New York: Routledge.
  • Lynch, K., & Baker, J. (2005). Equality in education: An equality of condition perspective. Theory and Research in Education, 3(2), 131–164.
  • MacKinnon, C. (2002). Keeping it real: On anti-“essentialism.” In F. Valdes, J. M. Culp, & A. P. Harris (Eds.), Crossroads, directions, and a new critical race theory (pp. 71–83). Philadelphia: Temple University Press.
  • Mayo, C. (2004). The tolerance that dare not speak its name. In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. 33–47). New York: Peter Lang.
  • Meiners, E. R. (2007). Right to be hostile: Schools, prisons, and the making of public enemies. New York: Routledge.
  • Myers, W. D. (1991). Fallen angels. New York: Scholastic.
  • North, C. E. (2006). More than words? Delving into the substantive meaning(s) of “social justice” in education. Review of Educational Research, 76(4), 505–535.
  • North, C. E. (2008a). Teaching for social justice? Voices from the front lines. Boulder, CO: Paradigm.
  • North, C. E. (2008b). What is all this talk about “social justice”? Mapping the terrain of education’s latest catchphrase. Teachers College Record, 110(6), 1182–1206.
  • Nussbaum, M. C. (2004). Hiding from humanity: Disgust, shame, and the law. Princeton, NJ: Princeton University Press.
  • Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. New York: Teachers College Press.
  • Parker, W. C. (2006) Public discourses in schools: Purposes, problems, possibilities. Educational Researcher, 35(8), 11–18.
  • Pattillo, Mary. (2007). Black on the block: The politics of race and class in the city. Chicago: University of Chicago Press.
  • Popkewitz, T. S. (2006). Hopes of progress and fears of the dangerous: Research, cultural theses, and planning different human kinds. In G. Ladson-Billings & W. F. Tate (Eds.), Education research in the public interest: Social justice, action, and policy (pp. 119–140). New York: Teachers College Press.
  • Reich, R. (2002). Bridging liberalism and multiculturalism in American education. Chicago: University of Chicago Press.
  • Richardson, L. (2000). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 923–948). Thousand Oaks, CA: Sage.
  • Scott, J. W. (2005). Feminism’s history. Journal of Women’s History, 16(2), 10–29.
  • Tannen, D. (1986). That’s not what I meant: How conversational style makes or breaks relationships. New York: Ballantine.
  • Tirrell-Corbin, C., & Cooper, D. H. (2008, March). Dewey the “D” in PDS. Paper presented at the annual meeting of the American Educational Research Association, New York.
  • Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
  • Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.
  • Wilson, T. (2002). Strangers to ourselves: Discovering the adaptive unconscious. Cambridge, MA: Harvard University Press.
  • Woodson, J. (1998). If you come softly. New York: Putnam.
  • Young, I. M. (1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.