Policy, Practice, and Power
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Despite the Best Intentions
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Call Number: online or print availableMost 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. -
On Being Included: racism and diversity in institutional life
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explores the gap between symbolic commitments to diversity and the experience of those who embody diversity. .... The book provides an account of institutional whiteness and shows how racism can be obscured by the institutionalization of diversity.
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The "new racism" of k-12 schoolsKohli, 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
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Assessing schoolwide cultural competenceBustamante, 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
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Critical race theory, Latino critical theory, and critical raced-gendered epistemologiesBernal, 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.
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Homeless educational policy: Exploring a racialized discourse through a critical race theory lens.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
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It's heart work: Critical case studies, critical professional development, and fostering hope among social justice-oriented teacher educatorsDover, 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
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Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist PracticeMotha, S. (2014). Race, empire, and English language teaching : creating responsible and ethical anti-racist practice. Teachers College, Columbia University.
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Systemic equity review frameworkFabillar, E. (2018). Systemic equity review framework: A practical approach to achieving high educational outcomes for all students. Education Development Center, 1-10.
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Undocumented student allies and transformative resistanceChen, 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.