CSE Recent Scholarship
African-American Students
Brown, K. D. (2012). Trouble on my mind: Toward a framework of humanizing critical sociocultural knowledge for teaching and teacher education. Race, Ethnicity and Education, 1-23.
Brown, K. D. & Brown, A. L. (2010). Silenced memories: An examination of the sociocultural knowledge on race and racial violence in official school curriculum. Equity and Excellence in Education, 43(2), 139-154.
Chican@ and Latin@ Communities
Urrieta, L. Jr. (forthcoming) Familia and Comunidad-based Saberes: learning in an indigenous heritage community. Athropology & Education Quarterly
Critical Race Theory
Heilig, J., Brown, K.D., & Brown, A. L. (2012). Illusion of inclusion: A critical race theory textual analysis of race and standards. Harvard Educational Review, 82(3), 403-424.
Critical Theory, Social Justice
De Lissovoy, N. (2008). Power, Crisis, and Education for Liberation: Rethinking Critical Pedagogy. New York and London: Palgrave Macmillan.
Curriculum Theory
Brown, K. D. (2012/first version). The love that takes a toll: Exploring race and the pedagogy of fear in researching teachers and teaching. International Journal for Qualitative Studies in Education, 1-19.
De Lissovoy, N. (2012). Education and violation: Conceptualizing power, domination, and agency in the hidden curriculum. Race, Ethnicity and Education, 15(4), 463-484.
Diasporic Community Knowledge
Urrieta, L. Jr. & Martínez, S. (2011) Diasporic Community Knowledge and School Absenteeism: Mexican immigrant pueblo parents’ and grandparents’ postcolonial ways of educating. Interventions: International Journal of Postcolonial Studies, 13(2), 256-277
Martínez, S. & Urrieta, L. Jr. (2009). El carguero transnacional: Continuidad cultural de una comunidad michoacana. Estudios Sociales: Revista de Investigación Científica, 17(33), 111-134
Globalization
De Lissovoy, N. (2011). Pedagogy in common: Democratic education in the global era. Educational Philosophy and Theory, 43(10), 1119-1134.
Identity
Urrieta, L. Jr. (2009) Working from Within: Chicana and Chicano Activist Educators in Whitestream Schools. Tucson, AZ: University of Arizona Press
Urrieta, L. Jr. (2007). Identity Production in Figured Worlds: How some Mexican Americans become Chicana/o Activist Educators. The Urban Review: Issues and Ideas in Public Education, 39(2), 117-144
Indigenous Knowledge Systems
Urrieta, L. Jr. Familia and Comunidad-based Saberes: learning in an indigenous heritage community. Anthropology & Education Quarterly
Sociocultural Knowledge
Brown, K. D. (2012). Trouble on my mind: Toward a framework of humanizing critical sociocultural knowledge for teaching and teacher education. Race, Ethnicity and Education.
Teacher Education
Brown, K. D. & Goldstein, L. (in press). Preservice teachers' understandings of competing notions of academic achievement co-existing in post-NCLB public schools. Teachers College Record.
Urban Education
Urrieta, L. Jr., Martin, K., Robinson, C. (2011) “I am in school!”: African American male youth in a prison/college hybrid figured world. The Urban Review: Issues and Ideas in Public Education, 43(4), 491-506.