Volume 3 Issue 2
Critical Educators for Social Justice SIG
Winter Newsletter
Letter from the Chairs
Hello friends and colleagues—
It's difficult to describe the onslaught of terrifying,
retrogressive executive orders in the first week of the new
President's administration and the slate of despicable
legislation being rolled out in many states to restrict the
rights (and lives) of women, immigrants, refugees, Black
people, Muslims, Latinx people, Asian Americans, Native
Americans, LGBTQI people, and those who protest for
these rights. We have got our work cut out for us—of that
there is no doubt. In a "post-truth" era of "alternate facts,"
we are surrounded by what James Baldwin called
"ignorance allied with power"—or "the most ferocious
enemy justice can have."
While some of us have been personally invested in
struggles against oppression like this for generations,
others of us may be new to the fight. We are grateful for
all the support we can get and hope that our work
together moves us forward in ways that are inclusive,
intersectional, and respectful of the insights and
experiences of those who have been fighting. This isn't a
hobby or a lark or a fling. This is our lives. While we
understand that no movement is perfect, we want to be
mindful of the ways that those of us with privileged
identities can reproduce oppression even as we struggle
against it. We thus need to call each other in and out with
love and compassion as we join forces to find creative and
effective ways to push back against hate and fear and
abuse of power. As Yuri Kochiyama notes, "we are all part
of one another" and we must remember that we are
stronger together. Similarly, Audre Lorde reminds us that
women [and all who struggle for justice] must not settle
for "anything less than the hard work of excavating
honesty; we must be quite serious about the choice of
this topic and the angers entwined within it because, rest
www.cesjsig.org
Inside this issue:
Letter from the Chairs
Stories of Hope &
Resistance
2016 Publications
assured, our opponents are quite serious about their
hatred of us and what we are trying to do here.”
We also want to take time to celebrate what gives us
hope and joy as a way to sustain us—not just in our
fight through the next election cycle but for the rest of
our lives. We continue to be inspired by the Mexican
proverb: "Quisieron enterrarnos, pero se les olvido que
somos semillas"... they wanted to bury us, but they
forgot that we were seeds. We may understandably
feel buried right now (and some much more so than
others), but we are strong and resilient and powerful.
We will grow into the light. So, fellow seeds, let us rise.
Through our work inside and outside of the academy,
let us continue to rebel. Let us resist. Let us rejoice
together in victories big and small. Let us raise our
voices whenever and wherever we can—not just to
slow this shitstorm, but to turn it back and shut it
down.
Katy and Bianca
[email protected]
Stories of Hope & Resistance
We are starting a new series called “Stories of Hope and Resistance” which will be featured in our newsletter and on
our blog. Working to eradicate and mitigate inequality and injustice can be tiring and demoralizing. In addition to
minding self-care, we also need to listen and share stories that remind us of why we fight and how we can fight
future battles. We hope this series offers you a renewed sense of purpose, hope, and commitment for your work.
We received many entries for this first round. Therefore, we have decided to replace this issue’s scholar-activist
entry with half of the stories we received. We will feature the other half of the stories in our next issue.
When a duly elected representative of families and children, such as a school board member, engages in racist hate
speech directed at our African American President and First Lady, how does an urban community respond? The
Buffalo Parent Teacher Organization (BPTO), a non-profit grassroots group of community members, parents and
teachers from our Buffalo Public Schools, is engaged in resistance in a school district that has struggled with a
racialized and segregated history in an honest attempt to overcome hate and create a climate of culturally
responsive teaching, learning, and living.
In July 2015, the BPTO sent a letter to the NY State Commissioner of Education, the Buffalo School Board,
the NY State Board of Regents, media outlets and other elected officials that addressed “systemic racism and BOE
member Carl Paladino” (BPTO letter, 2015). The board member in question, a wealthy real-estate developer, had
again grabbed headlines with xenophobic and racially inflammatory speech.
In May of 2016, Paladino was re-elected, narrowly besting his teenaged competition. Last month, in a now
infamous article in Artvoice (December 23, 2016), Paladino wished for the death of President Obama and
Whitehouse counsel Valerie Jarret and made misogynistic, racist and transphobic statements about Michelle
Obama. The fallout was immediate and continuous as the BPTO, in conjunction with numerous justice groups in
the area, work to remove Mr. Paladino legally and with haste from the board through economic pressure
(www.boycottpaladino.com), massive social actions, and legal avenues recognized by the Commissioner of
Education. Together, we will prevail.
Kate Shands Haq
Secretary of the Buffalo Parent Teacher Organization (BPTO)
Graduate Assistant at SUNY Buffalo and literacy scholar
It is nearly impossible to find silver-lining amidst the fear and uncertainty that the election of Donald Trump and his
cabinet have aroused in the hearts of many educators. Yet, we know as critical educators, it is our work to
persistently navigate that trying terrain that lies between hope and despair. In the days following the election, 26
members the Curriculum and Instruction Department at the University of Texas at Austin gathered together
without a plan, but with a sense of urgency to address the threats that this election poses to the well-being of
many of our students and community members. Within the course of the meeting we, professors and graduate
students, formed what is now known as the Coalition Against Racism, Hate, and Violence. Together, and in
anticipation of the dangerous and uncertain future, we drafted a statement in order to be clear about what we
stand for and what we stand against. Most importantly, we collectively made the decision to stand in solidarity as
concerned educators and with those who have been historically harmed and are presently targeted by
emboldened violence and hateful rhetoric. Our work will continue to be amplified, to be unambiguous, and to
move in a direction of hope for a more just society, as we stand alongside one another in sustained and active
resistance. The community, trust, and solidarity we are working to build inspires hope – a silver-lining of sorts – that
reminds me of what is possible when people choose to engage in unified resistance.
Courtney B. Cook
Coalition Against Racism, Hate, and Violence
University of Texas at Austin, Department of Curriculum and Instruction
Stories of Hope & Resistance
The rain and gloomy weather seemed appropriate at the
start,
as students first huddled together outside Campbell Hall.
But as our voices echoed,
as we made way to Storke Tower –
our unity,
our community,
caused the sun to break the clouds.
We walked out of class and work this Friday January 20th
2017,
joining hands, arms, steps and voices,
as we made way through our campus communities.
United against Trump,
against racism,
against xenophobia,
against Islamophobia,
against gender violence,
against the intolerances.
Our faculty, staff, and students together chanting,
from our hearts,
from our minds.
From our brilliance, our intelligence, and our power,
the chants were loud,
our anger, our resistance, and our hopes ever roaring.
And as I stood and listened to my community,
my brothers, my sisters,
my student family,
express fear and concern for our lives,
I heard snaps, loud claps and witnessed many raised fists
to the sky.
We students, we social justice advocates,
we share our dedication and hope for equitable futures,
for dismantling the injustices,
for resisting the racisms.
Today, tomorrow and the next,
Me, we, and UCSB will not rest.
Jenny Sperling – University of California Santa Barbara
At my institution, it would be an understatement to say
that many of us have been shaken this year – not just by
events during the presidential election, but also by the
constant stories of violence against Black and Brown
faces. While many faculty members felt as though the
divides are just too much to overcome, some of us felt
otherwise.
With this in mind, and feeling a bit brave, we
organized an event called “Bridging the Chasm: Social
and Political Dialogue that Matters.” While we initially
wanted to have an event that honored those who feel
frightened by the events in our country, we instead
decided to have a more inclusive event, with voices
around the table that may not ever share a room
normally. This conversation included a student of
Muslim descent; an advocate for those who are
transgender; a pro-life advocate; a leader from the
campus multi-cultural and diversity organization; a
feminist; a retired US colonel; a student who represented
Black Lives Matter; and voices from a variety of political
affiliations. We were hopeful that we might have civil
dialogue, but worried that the event would devolve into
more acts of hate speech.
At the end of the conversation, I can say that we
were proud to have had two hours of civil, thoughtful,
critical discourse. While we certainly did not solve any
problems during that time, we did bring together
viewpoints that are often difficult to hear, depending on
your own beliefs and values. We stripped away some
fear of the “other” and hopefully broke down some
barriers to healthy, productive, hopeful conversation.
Dr. Danielle T. Ligocki
Assistant Professor, Teacher Development and Educational Studies
Oakland University
Stories of Hope & Resistance
This past spring I attended a session within an academic conference on Women of Color in academia. The theme of
the session was how academic institutions advertently and inadvertently, through both policies and procedures,
impose racism, sexism, and other discriminatory ‘-isms’ onto their students, faculty, and staff members. The women
of this session discussed how their intersectionality of identities was at odds with the dominant culture of their
professional institutions and this schism caused not only personal distress but also trauma. They boldly proclaimed
that many of their ‘souls were dying’. These provocative claims have resonated within me for months. As I sat there,
in that cold conference room, I asked myself what is killing their souls and were their souls really dying?The idea of
the slow death of one’s soul has haunted me for months. I have asked myself repeatedly as an educator, who
colludes in the killing of one’s soul? Have I ever played a role in the killing of a student’s soul?
This school year as the presidential election has transpired; I have taken this opportunity to make not only history
but also civics come alive for my students, their engagement in this year’s election process was extensive and they
greatly enjoyed it. But as the ballots were cast and president elect was named, I saw the lights in their eyes start to
dim. This was not the outcome that they expected, but more importantly their new president seemed to be in
direct opposition to who they are as young people of color. Some cried daily, as what were believed to be idle
threats about the ‘building of a wall’ or ‘helping the blacks’ or ‘grabbing women by their genitalia’ became more real.
On the day of Donald Trump’s inauguration, I could feel the tension within my classroom boiling up. My students
were on edge and their nerves had gotten the best of them. Their eyes were low and their spirits were noticeably
crushed. In that moment I understood what it meant to watch one’s soul die, it was happening right in front of my
eyes within their little bodies. Before I could even start their day of learning my administrator came into my
classroom and asked why I wasn’t showing the children the inauguration.
I was appalled. I did not think it was necessary to explain that for this population of students, who did not possess
the skill sets need to situate this event in their lives, showing the inauguration was grossly inappropriate. It became
my job to protect their souls.
How could I, not only as their teacher, but also as someone who looks and feels like them, allow them to watch
someone who has said racist, demeaning, discriminatory, and obscene comments get promoted to the highest
office in our country. Although this act of resistance was minute, on this day I could not play a role in the killing of
their souls.
Martha Ann Wilkins Ed.D
Educator
The morning after –a space in which one finds themselves after a rough night. The morning after requires a
“thing” to cleanse away the remnants from the night before. But for this morning after…there’s nothing to take.
Nothing to do or say. On this morning after, as I prepare to go to work, I know the person who shares my space
also knows it’s the morning after. She knows there’s nothing to say to a person like me from a person like her who
said they voted for HRC – but secretly, she knows she didn’t. She and the other women know today is that morning after when 53% of them and a percent so small of women who look like me are responsible for this morning
after space…And now we’re wondering…Now we’re cautious and suspicious.
This is not that, “I thought I knew you and you knew me and even though you live in that skin that says regardless
of your credentials or mine, you’ll win, and we’re okay anyway,” space. No…on this morning after, we’re not okay.
An unexpected line’s been drawn. And since it’s that morning after, we’re silent because we know what morning
after today is. It’s a morning after that’s brought a heaviness for which there are simply no words. We’re silent on
this morning after and when we get to this day’s end, we sigh, knowing we’ve survived.
Tanji Reed Marshall
PhD Candidate, Curriculum & Instruction
Virginia Polytechnic Institute & State University
The BookShelf
Books & Book Chapters
Agarwal-Rangnath, R., Dover, A.G., & Henning, N. (2016). Preparing to teach social studies for social justice:
Becoming a renegade. New York: Teachers College Press.
Anders, A., DeVita J., & Weiser, G. (Fall 2016) Listening to LGBTQ communities, practicing LGBTQ justice. In Josh
Diem (Ed.) The social and cultural foundations of education: A 21st century reader. (pp. 74-95). San Diego,
CA: Cognella.
Baggett, H. C., Simmons, C. G., Eggleton, S. R., & DeCuir-Gunby, J. T. (2016). "Cause they're not learning for our
world; they're learning for theirs": A critical race theory and phenomenological variant of ecological
systems theory analysis of Season 4 of The Wire. In T. S. Gaynor & J. D. Talifarro (Eds.). Teaching the Wire:
Frameworks, Theories and Strategies for the Classrooms. Jefferson, NC: McFarland & Company.
Boyd, Drick (2015) White Allies for Racial Justice. Maryknoll, NY: Orbis Books
Bright, A., & Kasun, G.S. (2016). From Ambivalences toward Self-Efficacy: Bilingual Teacher Candidates' Shifting
Sense of Knowing as Conocimiento with STEM. In S. Marx (Ed.), Qualitative Research in STEM (pp. 203-228).
NY: Routledge.
Brubaker, N.D. (2016). Cultivating democratically-minded teachers: A pedagogical journey. In J. Kitchen, D.
Tidwell, & L. Fitzgerald (Eds.), Self-Study and Diversity II: Inclusive Teacher Education for a Diverse World (pp.
173 - 191). Rotterdam, Netherlands: Sense Publishers.
Buxton, C., Allexsaht-Snider, M., Aghasaleh, R., Karsli, E., Kayumova, S., Suriel, R., Vazquez-Domiguez, M., Kim,
M., Kirmaci, M., Latimer, A., Hylton, C., Kim, S., & Harper, S. (2016). Using actor network theory to reassemble
science teacher educator preparation to promote social justice. In C. Buxton, & M.
Allexsaht- (5) Snider, (Eds.), Improving Science Teaching and Learning for English Language Learners:
Lessons from Four Contexts. Springer.
Buxton, C., Allexsaht-Snider, M., Hernandez, Y., Aghasaleh, R., Cardozo-Gaibisso, L., & Kirmaci, M. (2016). A
design-based model of science teacher professional learning in the LISELL-B project. In A. Oliveira & M.
Weinburgh (Eds.). Science Teacher Preparation in Content-Based Second Language Acquisition. New York:
Springer.
Cameron, E., & Russell, C. (2016). The fat pedagogy reader: Challenging weight-based oppression through
critical education. New York: Peter Lang.
Carter Andrews, D. J., & Castillo, B. (2016). Humanizing pedagogy for examinations of race and culture in
teacher education. In F. Tuitt, C. Haynes, & S. Stewart (Eds.), Race, equity and higher education: The
continued search for critical and inclusive pedagogies around the globe (pp. 112-128). Sterling, VA: Stylus
Publishing.
Casey, Z. A. (2016). A pedagogy of anticapitalist antiracism: Whiteness, neoliberalism, and resistance in
education. Albany, NY: State University of New York Press.
The BookShelf
Books & Book Chapters
Cochran-Smith, M., Villegas, A. M., Abrams, L., Chávez-Moreno, L. C., Mills, T., & Stern, R. (2016). Research on
teacher preparation: Charting the landscape of a sprawling field. In D. Gitomer & C. Bell (Eds.), Handbook of
research on teaching (5 ed., pp. 439-547). Washington, DC: AERA.
Cuervo, H. (2016). Understanding Social Justice in Rural Education. New York, NY: Palgrave Macmillan.
Dougherty, K.J., Jones, S.M., Lahr, H., Natow, R.S., Pheatt, L., & Reddy, V. (2016). Performance funding for higher
education. Baltimore, MD, John Hopkins Press
Douglas, T. M. O. (2016). Black fathers as curriculum: Adopting sons, advancing progressive-regressive black
masculinity. In L. Bass (Ed.), Black Mask-ulinity: A Framework for Black Masculine Caring. (pp. 93-107). New
York, NY: Peter Lang Publishing.
Farago, F. & Swadener, B. B. (2016). Race and gender in United States early childhood settings: Researcher
reflections. In R.R. Scarlet (Ed.), The Anti-Bias Approach in early childhood, 3rd edition Mt. Victoria, AU:
Pademelon Press, 333-341.
Gatti, L. (2016b). Toward a framework of resources for learning to teach: Rethinking US teacher preparation. New
York , NY: Palgrave Macmillan.
Gordon da Cruz, C. (2016). Breaking down classroom walls and building up racial equity. In E. Frankenberg, L. M.
Garces & M. Hopkins (Eds.), School Integration Matters: Research- Based Strategies to Advance Equity. New
York, NY: Teachers College Press.
Hantzopoulos, M. (2016). Restoring dignity in public schools: Human rights education in action. Teachers
College Press: New York.
Kohli, R. (2016). Beyond the demographics: Supporting the retention, growth and success of critical teachers of
color. In Diversifying the Teaching Force in Transnational Contexts: Critical Perspectives. Eds. Schmidt, C. &
Schneider, J. Sense Publishers, 103-113.
Morrison, Peggy.(2016).School Home Interactive Curriculum Development: Teachers and Families in Partnership.
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Classrooms (pages 129-152). Hershey, PA: IGI Global.
Sobieski, C., & Dell'Angelo, T. (2016). Sociograms as a Tool for Teaching and Learning: Discoveries From a Teacher
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Staples, J.M. (2016). The Revelations of Asher: Toward Supreme Love in Self. An Endarkened, Feminist New
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Strunk, K. K., Bristol, D., & Takewell, W. C. (2016). Queering South Mississippi: Simple and seemingly impossible
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NY: Peter Lang.
The BookShelf
Books & Book Chapters
Walls, T., Schilmoeller, J., Guerrero, I., & Clark, C. (2016). Unpacking classroom discipline pedagogy: Intent vs.
impact. In K. Varner, L. Martin, R. Mitchell, and A. Daneshzadeh (Eds.), Understanding, dismantling, and
disrupting the school-to-prison pipeline (pp. 131-158). Lanham, MD: Rowman & Littlefield.
Weiner, L., & Jerome, D. (2016). Urban teaching: The essentials (3rd edition). New York: Teachers College Press.
Journal Articles
Au, W. (2016). Techies, the Tea Party, and Race to the Top: The rise of the new upper middle class and tensions in
the rightist politics of federal education reform. The Educational Forum, 80(1), 208-224.
Baker-Bell, A., Jones Stanbrough, R & Everett, S. (2017) The stories they tell: Mainstream media, pedagogies of
healing, and critical media literacy. English Education. (49) 2.
Baldridge, B.J. (2016). "It's Like this Myth of the Supernegro:" resisting narratives of damage and struggle in the
neoliberal educational policy context. Race, Ethnicity, and Education,
http://dx.doi.org/10.1080/13613324.2016.1248819
Behizadeh, N. & Jackson, J. (2016). A primer on social linguistics: Honoring linguistic diversity in classroom
practice. GATEways to Teacher Education, 27(1), 16-24.
Behizadeh, N., & Pang, M. E. (2016). Awaiting a new wave: The status of state writing assessment in the United
States. Assessing Writing, 29, 25-41. doi:10.1016/j.asw.2016.05.003
Bieler, D., Holmes, S., & Wolfe, E. (2016). Patterns in the initial teaching assignments of secondary English
teachers: Implications for teacher agency and retention. The New Educator, 12(4), 1-19,
http://dx.doi.org/10.1080/1547688X.2016.1144119.
Bright, A. (2016). Amazing grace, how sweet the sound: A journey in four verses. Journal of Faith, Community,
and Education, 1(2), 1-23.
Bright, A. (2016). Education for whom? Word problems as carriers of cultural values. Taboo: The Journal of
Culture and Education, 15(1), 6-22.
Bybee, E. R. (2016) Stories of smartness and whiteness in school pictures and yearbooks. Equity & Excellence in
Education. 48 (4) 1-14. http://dx.doi.org/10.1080/10665684.2015.1086246
Chao, T., Jones, D. (2016) That’s Not Fair and Why: Developing Social Justice Mathematics Activists in Pre-K.
Teaching for Excellence and Equity in Mathematics.
Clark, C. (2016). Dear Ché. In V. A. Brown and M. Pratt-Clarke (Eds.), A promising reality: Educators reflect on
race, gender, and culture in Cuba. New York, NY: Peter Lang.
Dell'Angelo, T. (2016). Voices from the Field: Preparing Teachers for High Need Schools. The Qualitative Report,
21(9), 1727-1738.
The BookShelf
Journal Articles
DeMitchell, T. A. & Hambacher, E. (2016). Zero tolerance, threats of harm, and the imaginary gun: Good
intentions run amuck. Brigham Young University Education and Law Journal, 16.
Douglas, T. M. O. & Witherspoon-Arnold, N. (2016). Exposure in and out of school: A black Bermudian males
successful educational journey. Teachers College Record. 118(6): 1-36.
Everett, S. (2016). “I just started writing”: Toward addressing invisibility, silence, and mortality among
academically high-achieving Black male secondary students. Literacy Research: Theory, Method, and
Practice. (65) 1, 316-331.
Everett, S., Id-Deen, L. & White, G. (2016). Editor’s Introduction: Emerging voices: Toward improved educational
outcomes in urban education. [Special Issue] Urban Education Research & Policy Annuals. (4) 2, 1-14.
Farinde, A., Allen, A., & Lewis, C.W. (2016). Retaining black teachers: An examination of Black female teachers’
intentions to remain in K-12 classrooms. Equity and Excellence in Education, 49(1), 115-127.
Freire, J. A. (2016). Nepantleras/os and their teachers in dual language education: Developing sociopolitical
consciousness to contest language education policies. Association of Mexican American Educators Journal,
10(1), 36-52.
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Global.
Guān, C. L. D., & Cheatham, G. A. (2016). Bilingual vocabulary development for dual language learners with
disabilities: Two research-based approaches. Young Exceptional Children, doi:1096250616649223
Gutstein, E. (2016). “Our Issues, Our People—Math as Our Weapon”: Critical mathematics in a Chicago
neighborhood high school school. Journal for Research in Mathematics Education, 47, 454-504.
Hambacher, E., Acosta, M., Bondy, E., Ross, D.D. (2016). Elementary preservice teachers as warm demanders in
an African American school. The Urban Review. Advance publication online.
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Hernandez, J., & Galletta, A. (2016). The continuum of structural violence: Sustaining exclusion through
school closures. Community Psychology in Global Perspective, 2(2), 21-39.
Howard, T.C., & Navarro, O. (2016). Critical Race Theory: 20 years later. What Have We Learned? Urban
Education, 1, 1-21.
Kelly, D. M., & Arnold, C. (2016). Cyberbullying and Internet safety. In B. Guzzetti & M. Lesley (Eds.), Handbook
of research on the societal impact of digital media (pp. 529-559). Hershey, PA: IGI Global.
Knight-Manuel, M., Marciano, J., Wilson, M., Jackson, I., Vernikoff, L., Zuckerman, K. & Watson, V. (2016). “It’s all
possible”: Urban educators’ perspectives on creating a culturally relevant, school-wide, college-going
culture for Black male students. Urban Education. DOI: 10.1177/0042085916651320
The BookShelf
Journal Articles
Knoester, M. & Au, W. (2015). Standardized testing and school segregation: Like tinder for fire? Race Ethnicity
and Education, 20(1), 1-14.
Kohli, R. (2016). Behind school doors: The racialization of teachers of color in urban public schools. Urban
Education. Online ahead of print. 1-27.
Kokka, K. (2016). Urban teacher longevity: What keeps teachers of color in one under-resourced urban school?
Teaching and Teacher Education, 59, 169-179. doi:10.1016/j.tate.2016.05.014
Kraehe, A. M., Acuff, J. B., & Travis, S. (2016). The Urban Review, 48(2), 220–244. doi:10.1007/s11256-016-0352-2
Krueger-Henney, P. (2016). What Are We Listening For?(Participatory Action) Research and Embodied Social
Listening to the Permanence of Anti-Black Racism in Education. The International Journal of Critical
Pedagogy, 7(3).
Landi, D., Fitzpatrick, K., & McGlashan, H. (2016). Models Based Practices in Physical Education: A Sociocritical
Reflection. Journal of Teaching in Physical Education, 35(4), 400-411. doi:10.1123/jtpe.2016-0117
Locke, L. A. & Boyle, M. (2016). Avoiding the A.B.D. abyss: A grounded theory study of a dissertation-focused
course for doctoral students in an educational leadership program. The Qualitative Report, 21(9), 1574-1593.
http://nsuworks.nova.edu/tqr/vol21/iss9/2
Lozenski, B.D. (2016). Jazz researchers: riding the dissonance of pedagogy and inquiry. Critical Questions in
Education, Special Issue on Critical Inquiry for the Social Good: Methodological Work as a Means For
Truth-Telling in Education. 7(3), p. 268-286.
Martinez, A. N., Valdez, C., & Cariaga, S. (2016). Solidarity with the People: Organizing to Disrupt Teacher
Alienation. Equity & Excellence in Education, 49(3), 300-313.
Mason, L. E. (2016). McLuhan’s challenge to critical media literacy: The City as Classroom textbook. Curriculum
Inquiry, 46(1), 79-97. http://dx.doi.org/10.1080/03626784.2015.1113511
Mattheis, A. (2016). Political contestation and discursive argumentation: Revising Minnesota’s School
Integration Revenue Statute. Educational Policy Analysis Archives 24(107), 1-29.
McGrew, K. (2016). The Dangers of Pipeline Thinking: How the School-to-Prison Pipeline Metaphor Squeezes
Out Complexity. Educational Theory, 66(3), 341-367.
McGrail, E., & Behizadeh, N. (2016). Multimodal K-12 assessment frameworks and the interactive audience: An
exploratory analysis of existing frameworks. Assessing Writing. doi:10.1016/j.asw.2016.06.005
McManimon, S. K. (2016). Imaginative acts of resistance: Dramatic storytelling in an elementary school
classroom. Pedagogy and Theatre of the Oppressed Journal, 1(1), article 5.
Murillo, L.A. & Schall, J. (2016). “They didn’t teach us well”: Mexican-origin students speak out about their
readiness for college literacy. Journal of Adolescent & Adult Literacy
The BookShelf
Journal Articles
Nelson, F., Miller, L. R. & Yun, C. (2016). “It’s OK to feel totally confused”: Reflection Without Practice by Preservice
Teachers in an Introductory Education Course. Reflective Practice, 17(2), 648-661.
doi:10.1080/14623943.2016.1197113
Pane, D. M. (2016). Writing a book from your dissertation: Seven stages. New Horizons in Adult Education &
Human Resource Development, 28(3), p. 53-57.
Nyachae, T. M. (2016). Complicated contradictions amid Black feminism and millennial Black women teachers
creating curriculum for Black girls. Gender and Education, 28(6), 786-806.
doi:10.1080/09540253.2016.1221896
Poon, O. A., Squire, D., Kodama, C., Byrd, A., Chan, J., Manzano, L., Furr, S., & Bishundat, D. (2016). A critical
review of the model minority myth in selected literature on Asian Americans and Pacific Islanders in higher
education. Review of Educational Research, 86(2), 469-502.
Pour-Khorshid, F. (2016). HELLA: Collective Testimonio that Speak to the Healing, Empowerment, Love,
Liberation, and Action Embodied by Social Justice Educators of Color. Association of Mexican American
Educators Journal, 10(2).
Radd, S. I. & Grosland, T.J. (2016). Desegregation policy as leadership: The case for critical consciousness and
racial literacy. Educational Policy. doi:10.1177/0895904816637686
Rubin, D. I. (2016). Growth in oral reading fluency of Spanish ELL students with learning disabilities.
Intervention in School and Clinic, 52(1), 34-38.
Sales, S. R. & Fischman, G. E. (2016) Propostas para ir além da “persistência da burrice” e outras “ideias zumbi” na
EJA. Revista Teias, 17, p. 9-24, DOI: https://doi.org/10.12957/teias.2016.25004
Schultz, L. (2016). Resisting assimilation: Deliberate acculturation by the American English Language Learner.
Multicultural Perspectives, 18(2), 103-107. doi: 10.1080/15210960.2016.1159100
Scott, A., Martin, A., McAlear, F., & Madkins, T. C. (2016). Broadening participation in computer science: Existing
out-of-school initiatives and a case study. ACM Inroads, 7, 84 - 90.
Sibbett, L. A. (2016). Toward a transformative criticality for democratic citizenship education. Democracy &
Education, 24(2), 1-11.
Sondel, B. (2016). “No excuses” in New Orleans: The silent passivity of neoliberal schooling. The Educational
Forum-Kappa Delta Pi, 80(2), 171-188
Stinson, D. W. (2016). Dewey, Freire, and Foucault and an ever-evolving philosophy of (mathematics) education.
Journal of Research in Curriculum & Instruction, 20(2), 70–78.
Stitzlein, S. M., & Rector-Aranda, A. (2016). The role of “small publics” in teacher dissent. Educational Theory
66(1-2), 165–180.
The BookShelf
Journal Articles
Strong, L., Adams, J. D., Bellino, M. E., Pieroni, P., Stoops, J., & Das, A. (2016). Against Neoliberal Enclosure: Using a
Critical Transdisciplinary Approach in Science Teaching and Learning. Mind, Culture, and Activity, 23(3),
225-236.
Urrieta, L. Jr. (2016). Diasporic community smartness: Indigenous-heritage saberes and community ways of
knowing. Race, Ethnicity & Education, 19(6), 1186-1199, DOI: 10.1080/13613324.2016.1168541
Utt, J. & Tochluk, S. (2016). White teacher, know thyself: Improving anti-racist praxis through racial identity
development. Urban Education. Advance online publication. doi:10.1177/0042085916648741
Vaid, J. & Geraci, L. (2016). An examination of women’s professional visibility in cognitive psychology. Feminism
and Psychology, 26, 292-319.
Wargo, J.M. (2016). Literacy Sponsorscapes and Mobile Media: Lessons from Youth on Digital Rhetoric.
Enculturation: A Journal of Rhetoric, Writing, and Culture
We will once again be holding
our pre-conference forums the
day before the conference.
Please contact the
coordinators for more
information on the
application process.
Details in the next issue:
Graduate Student Forum
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