Articles and books taking an equity, diversity, and inclusion to teaching English language learners, with an emphasis on the perspectives of racialized peoples.
Matias, C. E. (2016). "Why do you make me hate myself?": Re-teaching whiteness, abuse, and love in urban teacher education. Teaching Education, 27(2), 194-211. doi:10.1080/10476210.2015.1068749
Torino, G. C. (2015, August 31). Examining biases and white privilege: Classroom teaching strategies that promote cultural competence. Women & Therapy, 38(3-4), 295-307. doi:10.1080/02703149.2015.1059213
Hackman, H. (2005). Five Essential Components for Social Justice Education. Equity & Excellence in Education, 38(2), 103–109. https://doi.org/10.1080/10665680590935034
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. doi:10.1080/09518399823686
Suhanthie Motha. (2006). Racializing ESOL Teacher Identities in U. S. K—12 Public Schools. TESOL Quarterly, 40(3), 495–518. https://doi.org/10.2307/40264541
Picower, B. (2009) The unexamined Whiteness of teaching: how White teachers maintain and enact dominant racial ideologies, Race Ethnicity and Education, 12:2, 197-215, DOI: 10.1080/13613320902995475
Lin, A., Grant, R., Kubota, R., Motha, S., Sachs, G., Vandrick, S., & Wong, S. (2004). Women Faculty of Color in TESOL: Theorizing Our Lived Experiences. TESOL Quarterly, 38(3), 487–504. https://doi.org/10.2307/3588350
new research on culturally responsive teaching, a focus on a broader range of racial and ethnic groups, and consideration of additional issues related to early childhood education. Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students' own cultural experiences.
Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)--teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them.
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.
chronicles the experiences of Black girls across the country whose intricate lives are misunderstood, highly judged--by teachers, administrators, and the justice system--and degraded by the very institutions charged with helping them flourish.
For twenty-five years, Debby Irving sensed inexplicable racial tensions in her personal and professional relationships. As a colleague and neighbor, she worried about offending people she dearly wanted to befriend. As an arts administrator, she didn't understand why her diversity efforts lacked traction. As a teacher, she found her best efforts to reach out to students and families of color left her wondering what she was missing.
Alameddine, N. (2021). Supporting Muslim students through Culturally Responsive and Relevant Pedagogy . Annals of Social Studies Education Research for Teachers, 2(1), 19–30. https://doi.org/10.29173/assert23
Culturally Responsive Teaching by 
Culturally Sustaining Pedagogies by 
Despite the Best Intentions by 
The Pedagogy of Confidence by 
Pushout by 
Tongue Tied : The lives of multilingual children in public education by 
Waking up White by 
