If you have other references you think should be added here please email Deb (2debmorrison@gmail.com).


Culturally Responsive Pedagogy, Social Justice and Learning    

 

Apple, M. W. (2001). Educating the “right” way. New York: Rutledge-Palmer.

 

Apple, M. W. (1992). Do standards go far enough? Power, policy and practice in mathematics education. Journal for Research in Mathematics Education, 23(5), 412-431.

 

Bartolome, L. (2004). Critical pedagogy and teacher education: Radicalizing prospective teachers. Teacher Education Quarterly, 31(1), 97-122.

 

Barton, A. (2003). Teaching science for social justice. New York: Teachers College Press.

 

Barton, A. (1998). Reframing "science for all" through the politics of poverty. Educational Policy, 12(5), 525-541. 

 

Cochran-Smith, M. (2009). Toward a theory of teacher education for social justice. Second International Handbook of Educational Change, Springer International Handbooks of Education, 23, Part 2, 445-467.

 

Cochran-Smith, M. (2004). Defining the outcomes of teacher education: what's social justice got to do with it? Asia-Pacific Journal of Teacher Education, 32(3), 193-212.

 

Dewey, J. (1938). Experience and education. New York: Simon & Schuster.

 

Fouccault, M. (1983). The subject and power. In H. L. Dreyfus & P. Rabinow, Michel Foucault: Beyond sturcturalism and hermeneutics. Chicago: University of Chicago Press.

 

Fouccault, M. (1977). Discipline and punish: The birth of the prison (Alan Sheridan, Trans.). New York: Vintage. (Original work published 1975).

 

Freire, P. (1974). Education for critical consciousness. New York: Continuum.

 

Gewirtz, S. (1998). Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13(4), 469-484.

 

Giroux, H. A. (2004). Critical pedagogy and the postmodern/modern divide: Towards a pedagogy of democratization. Teacher Education Quarterly, 31(1), 31-47.

 

Guitierrez, K. (2008). Langauge and literacies as civil rights. In S. Greene (Ed) Literacy as a civil right: Reclaiming social justice in literacy teaching and learning (pp. 169-184). New York: Peter Lang.

 

Gutierrez, K. D., Baquedano-Lopez, P., Alvarez, H. H., & Chiu, M. M. (1999). Building a culture of collaboration through hybrid language practices. Theory Into Practice, 38(2), 87-93.    

   

Gutierrez, K. D., Baquedano-Lopez, P., & Turner, M. G. (1997). Putting language back into language arts:  When the radical middle meets the third space. Language Arts, 74(5), 368-378.

 

Gutierrez, K. & Larson, J. (2007). Discussing expanded spaces for learning. Language Arts, 85(1), 69-77.

 

Gutierrez, K. & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.

   

Haberman, M., & Post, L. (1998).  Teachers for multicultural schools: The power of selection. Theory Into Practice, 37 (2), 96-104.

 

Harding, S. (2006). Science and social inequality: Feminist and postcolonial issues. Chicago: University of Illinois Press.

 

Horn, I. S. (2010). Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community. Teachers College Record, 112(1), 225-259.

 

Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory Into Practice, 42(3), 195-202.

 

Ladson-Billings, G. (2009). The Dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.

 

Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy.  Theory Into Practice, 34(3), 159–165.

 

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.                

 

McAllister, G. & Irvine, J. (2000). Cultural competency and multicultural teacher education. Review of Educational Research, 70(1), 3-24.                          

 

North, C. E. (2006). More than words? Delving into the substantive meaning(s) of “social justice” in education. Review of Educational Research, 76(4), 507-535.

 

Santoro, N. (2007). ‘Outsiders’ and ‘others’: ‘different’ teachers teaching in culturally diverse classrooms. Theory and Practice, 13(1), 81–97.  

             

Tate, W. F. (1995). Returning to the root: A culturally relevant approach to mathematics pedagogy. Theory Into Practice, 34(3), 166–173.

 

Von Secker, C. (2002). Effects of inquiry-based teacher practices on science excellence and equity. Journal of Educational Research, 95(3), 151-160                                                                

 

Williamson, J. A., Rhodes, L. & Dunson, M. (2007). Chapter 7: A selected history of social justice in education, Review of Research in Education, 31(1), 195-224.

 

Zeichner, K. M. (1991). Contradictions and tensions in the professionalization of teaching and the democratization of schools. Teachers College Record, 92(3), 363-379.

 

Zeichner, K. M. (1993). Connecting genuine teacher development to the struggle for social justice. Journal of Education for Teaching, 19(1), 5-20.

 

 

Racism & Education

 

Bonilla-Silva, E. (2006). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States, 2nd edition. Lanham, Maryland: Rowman & Littlefield Publishing Group.

 

Cross, B. E. (2003). Learning or unlearning racism: Transferring teacher education curriculum to classroom practices. Theory Into Practice, 42(3), 203-209.

 

Cross, W. E. Jr. (1971). The negro-to-black conversion experience.  Black World, 20(9), 13-27.

 

Delgado, R. & Stefancic, J. (2001). Critical race theory: An introduction. New York: New York University Press.

 

Deloria, P. J. (1998). Playing indian. New Haven, CT: Yale University Press.

   

Fredrickson, G. M. (2003). Racism: A Short History. Princeton, NJ: Princeton University

Press.

 

Helms, J. (1990). Toward a model of white racial identity development. In J. Helms (Ed.), Black and white racial identity (pp. 49-66). Westport, CT:: Praeget Press.

 

Lee, S. J. (2009). Unraveling the “model minority” stereotype: Listening to Asian American youth. New York: Teachers College Press.

 

McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Peace and Freedom, July/August, 10-12.

 

Omi, M. & Winant, H. (1994). Racial formation in the United States: From the 1960s to the 1990s, 2nd edition. New York: Routledge.

 

Roediger, D. R. (1991). The wages of whiteness: Race and the making of the American working class, revised edition. Brooklyn, NY: Verso.

 

Said, E. (1979). Orientalism. New York: Vintage.

 

Stovall, D. (2006). Forging community in race and class: Critical race theory and the quest for social justice in education. Race Ethnicity and Education, 9(3), 243–259. 

Tatum, B. D. (1994). Teaching white students about racism: The search for white allies and the restoration of hope. Teachers College Record, 95(4), 462-476.

 

Wise, T. (2008). White like me. Berkeley, CA: Soft Skull Press.

             

 

Critical Race Theory and Africana Critical Theory

 

Asante, M. K. (1991). The afrocentric idea in education. The Journal of Negro Education, 60(2), 170-180.

 

Akiba, M., LeTendre, G. K., & Scribner, J. P. (2007). Teacher quality, opportunity gap, and national achievement in 46 countries. Educational Researcher, 36(7), 369-387.

 

Ayon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162, 67-92.

 

De Cuir, J. T., Dixson, A. D. (2004). “So when it comes out, they aren’t that surprised that it is there”: Using critical race theory as a tool of analysis of race and racism in  education. Educational Researcher, 33(5), 26-31.

 

Du Bois, W. E. B. (1934). Separation and self-respect. In D. L. Lewis (Ed.), W. E. B. Du Bois: A reader (pp. 559-562, collection copyright 1995). New York: Henry Holt and Company.

 

Du Bois, W. E. B. (1934). Segregation. In D. L. Lewis (Ed.), W. E. B. Du Bois: A reader (pp. 557-558, collection copyright 1995). New York: Henry Holt and Company.

 

Du Bois, W. E. B. (1920). Race intelligence. In D. L. Lewis (Ed.), W. E. B. Du Bois: A reader (pp. 197-198, collection copyright 1995). New York: Henry Holt and Company.

 

Du Bois, W. E. B. (1918). Negro education. In D. L. Lewis (Ed.), W. E. B. Du Bois: A reader (pp. 261-269, collection copyright 1995). New York: Henry Holt and Company.

 

Fanon, F. (1967). Toward the African revolution (H. Chevalier, Trans.). New York: Grove Press. (Original work published 1964).

 

Fanon, F. (2008). Black skin, white mask (R. Philcox, Trans.). New York: Grove Press. (Original work published 1952).

 

Goldsmith, P. (2004). Schools' racial mix, students' optimism, and the black-white and latino-white achievement gaps. Sociology of Education, 77(2), 121–147.            

 

hooks, b. (2000). Feminism is for everybody: Passionate politics. Cambridge, MA: South End Press.

 

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

 

Johnson, A. G. (2001). The trouble we’re in: Privilege, power, and difference. In Privilege, power, and difference (pp. 15-41)). Boston, MA: McGraw Hill.

 

Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7-24.

 

Ladson-Billings, G. & Tate, W. F. IV.  (1995). Toward a critical race theory in education. Teachers College Record, 97(1), 47-68.

 

Rabaka, R. (2010). Forms of Fanonism: Frantz Fanon’s critical theory and the dialectics of decolonization. Lanham, MD: Rowman & Littlefield Publishers .

 

Rabaka, R. (2009). Africana critical theory: Reconstructing the black radical tradition, from W.E. B. Du Bois and C. L. R. James to Frantz Fanon and Amilcar Cabral. Lanham, MD: Rowman & Littlefield Publishers .

 

Sleeter, C. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94-106.

 

Sleeter, C. & Delgado Bernal, D. (2004). Critical pedagogy, critical race theory and antiracist education: Implications for multicultural education. In J. Banks and C. McGee Banks (Eds), Handbook of research on multicultural education. San Francisco, CA: Jossey-Bass.

 

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69-91.