Articles and books taking an equity, diversity, and inclusion to teaching English language learners, with an emphasis on the perspectives of racialized peoples.
Kohli, R., Pizarro, M., & Nevarez, A. (2017, March). The "new racism" of k-12 schools: Centering critical research on racism. Review of Research in Education, 41, 182-202. doi:10.3102/0091732X16686949
Bustamante, R. M., Nelson, J. A., & Onwuegbuzie, A. J. (2009). Assessing schoolwide cultural competence: Implications for school leadership preparation. Educational Administration Quarterly, 45(5), 793-827. doi:10.1177/0013161X09347277
Bernal, D. D. (2002, February). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105-126.
Motha, S. (2006). Decolonizing ESOL: Negotiating Linguistic Power in U.S. Public School Classrooms. Critical Inquiry in Language Studies, 3(2-3), 75–100. https://doi.org/10.1080/15427587.2006.9650841
Aviles de Bradley, A. (2015). Homeless educational policy: Exploring a racialized discourse through a critical race theory lens. Urban Education, 50(7), 839-869. doi:10.1177/0042085914534861
Dover, A. G., Henning, N., Agarwal-Rangnath, R., & Dotson, E. K. (2018). It's heart work: Critical case studies, critical professional development, and fostering hope among social justice-oriented teacher educators. Multicultural Perspectives, 20(4), 229-239. doi:10.1080/15210960.2018.1527154
Motha, S. (2014). Race, empire, and English language teaching : creating responsible and ethical anti-racist practice. Teachers College, Columbia University.
Fabillar, E. (2018). Systemic equity review framework: A practical approach to achieving high educational outcomes for all students. Education Development Center, 1-10.
Chen, A. C., & Rhoads, R. A. (2016, June). Undocumented student allies and transformative resistance: An ethnographic case study. Review of Higher Education, 39(4), 515-542.
Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the 'racial achievement gap,' exploring what race actually means in this situation, and why it matters.
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