Beach, R., Appleman, D., Fecho, B., & Simon, R. (2016). Teaching literature to adolescents, 3rd. ed. New York: Routledge.
Beach, R., Campano, G., Edmiston, B., Borgmann, M. (2010). Literacy tools in the classroom: Teaching through critical inquiry, Grades 5-12. New York: Teachers College Press.
Beach, R., & Doerr-Stevens, C. (2011). Using social networking for online role-plays to develop students’ argumentative strategies. Journal of Educational Computing Research, 45(2) 165-181.
Blackburn, M. V., & Clark, C. T. (Eds.). (2007). Literacy research for political action and social change. New York: Peter Lang.
Boal, A. (1979). Theatre of the oppressed. Trans. Charles A. and Maria-Odilia Leal McBride. New York: TCG.
Boler, N. (1999). Feeling power: Emotions and education. New York: Routledge.
Bonilla-Silva, E. (2001). White supremacy and racism in the post-civil rights era. Boulder, CO: Lynne Rienner.
Brodkin, K. (2007). Making democracy matter: Identity and activism in Los Angeles. New Brunswick, NJ: Rutgers University Press.
Cammarota, J., & Fine, M. (2008). Revolutionizing education: Youth participatory action research in motion. New York, NY: Routledge, Taylor & Francis Group.
Davis, K. A., Zorwick, M. L. W., Roland, J., & Wade, M. M. (Eds.). (2016). Using debate in the classroom encouraging critical thinking, communication, and collaboration. New York: Routledge.
Davis, S., Ferholt, B., Grainger-Clemson, H., Jansson, S., & Marjanovic-Shane, A. (Eds.). Dramatic interactions in education: Vygotskian and sociocultural approaches to drama, education and research . New York: Bloomsbury Publishing.
Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York: New York University Press.
Edmiston, B. (2014). Transforming teaching and learning with active and dramatic approaches: Engaging students across the curriculum. New York: Routledge.
Gee, G. P. (2008). Sociolinguistics and literacy: Ideology in discourse. New York: Routledge.
Grindon, K. (2014). Advocacy at the core: Inquiry and empowerment in the time of Common Core State Standards. Language Arts, 91(4), 251-266.
Hodge, E. M., . Benko, S. L., & Salloum, S. J. (2020). Tracing states’ messages about Common Core instruction: An analysis of English/Language Arts and close reading resources. Teachers College Record, 122(3).
Interconnections: Understanding Systems Through Digital Design: Book series, National Writing Project
Fecho, B., & Clifton, J. (2017). Dialoguing across cultures, identities, and learning: Crosscurrents and complexities in literacy classrooms. New York: Routledge
Ferreira, A. (2014). Negotiating Afrikaner subjectivity from the post-apartheid margins: One student’s subject positions in the discursively constructed classroom space at an elite English high school. English Teaching: Practice and Critique, 13(3).
Janks, H. (2014). Doing critical literacy: Texts and activities for students and teachers. New York: Routledge.
Hall, L. A. (2012). Rewriting identities: Creating spaces for students and teachers to challenge the norms of what it means to be a reader in school. Journal of Adolescent and Adult Literacy, 55, 368-373.
Harris, A. & Sinclair, C. (2014). Critical play: Embodied research for social change. Amsterdam: Sense Publishers.
Kehoe, I. (2015). The cost of performance? Students' learning about acting as change agents in their schools. Discourse: Studies in the Cultural Politics of Education, 36(1), 106-199.
Leander, K., & Rowe, D. (2006). Mapping literacy spaces in motion: A rhizomatic analysis of a classroom literacy performance. Reading Research Quarterly, 41(4), 428–460.
Lee, E. M., & LaDousa, C. (Eds.). (2015). College students’ experiences of power and marginality: Sharing spaces and negotiating differences. New York: Routledge.
Lewis, C., & Causey, L. (in press). Critical engagement through digital media production: A nexus of practice. In E. Morrell & L. Scherff (Eds.), English Education for the 21st century: Teaching, teacher education, research, assessment, and advocacy.
Lewis, C., & Tierney, J. D. (2013). Mobilizing emotion in an urban classroom: Producing identities and transforming signs in a race-related discussion. Linguistics and Education.
Lewis, C., & Tierney, J. D. (2011). Mobilizing emotion in an urban English classroom. Changing English: Studies in Culture and Education, 18(3), 319-329.
Lewis, C., Enciso, P., & Moje, E. B. (Eds.). (2007). Reframing sociocultural research on literacy: Identity, agency, and power. New York: Routledge.
Lindquist, J. (2004). Class affects, classroom affectations: Working through the paradoxes of strategic empathy. College English, 67, 187–209.
McCarthy, C., Crichlow, W., Dimitriadis, G., & Dolby, N. (Eds.). (2005). Race, identity, and representation in education. New York: Routledge.
McDermott, M. (2006). Working-class white: The making and unmaking of race relations. Berkeley, CA: University of California Press.
Micciche, L. (2007). Doing emotion: Rhetoric, writing, teaching. Portsmouth, NH: Heinemann.
Misson, R. & Morgan W. (2006). Critical literacy and the aesthetic: Transforming the English classroom. Urbana, IL: National Council of Teachers of English.
Mohanty, S. P., Alcoff, L. M., Hames-Garcia, M., & Moya, P. M. L. (Eds.). (2005). Identity politics reconsidered. New York: Palgrave Macmillan.
Morrell, E. (2004). Becoming critical researchers: Literacy and empowerment for urban youth. New York: Peter Lang Publishing.
Morrell, E. (2008). Critical literacy and urban youth: Pedagogies of access, dissent and liberation. New York: Routledge.
Moses, C. (2000). Dissenting fictions: Identity and resistance in the contemporary American novel. New York: Garland.
Moya, P. M. L., & Hames-García, M. R. (Eds.). (2000). Reclaiming identity: realist theory and the predicament of postmodernism. University of California Press.
Moya, P. M. L. (2002). Learning from experience: Minority identities, multicultural struggles. Berkeley, CA: University of California Press.
Newkirk, T. (2016). Unbalanced literacy: Reflections on the Common Core. Language Arts
Norris, S. (2011). Identity in (inter)action: Introducing multimodal (inter)action analysis. Germany: De Gruyter Mouton.
O’Loughlin, M. (2006). Embodiment and education: Exploring creatural existence. Dordrecht, Netherlands: Springer.
Perry, M., & Medina, C. (2011). Embodiment and performance in pedagogy research: Investigating the possibility of the body in curriculum experience. Journal of Curriculum Theorizing, 27, 62–75.
Perry, P. (2002). Shades of White: White kids and racial identities in high school. Durham, NC: Duke University Press.
Putnam, R. (2015). Our kids: American dream in crisis. New York: Simon & Schuster.
Puvirajah, A. & Calandra, B. (2015). Embodied experiences in virtual worlds role-play as a conduit for novice teacher identity exploration: A case study. Identity: An International Journal of Theory and Research, 15, 23-47.
Roediger, D. R. (2006). Working toward Whiteness: How America's immigrants became white: the strange journey from Ellis Island to the suburbs. Perseus Books.
Roediger, D. R. (2002). Colored white: Transcending the racial past. Berkeley, CA: University of California Press.
Sarroub, L. K. (2005). All American Yemeni girls: Being Muslin in a public school. Philadelphia: University of Pennsylvania Press.
Sanchez, R. (2006). On critical realist theory of identity. In L. M. Alcoff, M. Hames-Garcia, S. P. Mohanty, & P. M. L. Moya (Eds.), Identity politics reconsidered (pp. 31-52). New York: Palgrave MacMillan.
Scollon, R. (2001). Mediated discourse: The nexus of practice. London: Routledge.
Sindic, D., Barreto, M., & Costa-Lopes, R. (Eds.). (2015). Power and identity. New York: Psychology Press.
Slocum, A. (2014). Look what they said about us: Social positioning work of adolescent Appalachians in English class. English Teaching: Practice and Critique, 13(3).
Spencer, K. (2015). At New York Private Schools: Challenging White Privilege From the Inside. The New York Times.
Tampio, N. (2018). Common Core National Education standards and the threat to democracy. Baltimore: Johns Hopkins University Press.
Tanner, S. (2014). A youth participatory action research (YPAR), theatrical inquiry into Whiteness. Doctoral dissertation, University of Minnesota..
Thein, A. H., Guise, M., & Sloan, D. L. (2012). Exploring the significance of social class identity performance in the English classroom: A case study analysis of a literature circle discussion. English Education, 44(3), 215-253.
Trainor, J. S. (2008). The emotional power of racism: An ethnographic portrait of an all-white high school. College Composition and Communication, 60, 82–112.
VanDerPloe, L. (2012). Literacy for a better world: The promise of teaching in diverse classrooms. New York: Teachers College Press.
Wetherell, M. (2012). Affect and emotion: A new social science understanding. Los Angeles, CA: Sage.
Winn, M. T. (2011). Girl time: Literacy, justice, and the school-to-prison pipeline. New York: Teachers College Press.
Wissman, K. (2011). Rise up! Literacies, lived experiences and identities within an in-school other space. Research in the Teaching of English, 45, 405–438.
Wohlwend, K., & Lewis, C. (2010). Critical literacy, critical engagement, digital technology: Convergence and embodiment in global spheres. In D. Lapp, & D. Fisher (Eds.), The handbook on teaching English and Language Arts (3rd ed., pp. 188–194). New York: Taylor & Francis.
Comments (0)
You don't have permission to comment on this page.