Selected Bibliography

Barnes, R.  (1990). The race consciousness: The thematic content of racial distinctiveness in critical race scholarship. Harvard Law Review, 103, 1864-1871.

Baumgardner, J. &Richards, A.  (2005). Grassroots: A field guide for feminist activism. New York: Farrar, Straus, and Giroux.

Bell, D. (1987) And we are not saved: The elusive quest for racial justice. New York: Basic Books.

Bell, D.  (1992).  Faces at the bottom of the well: The permanence of racism. New York: Basic Books.

Britzman, D.  (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56(4), 442-456.

Bureau of Labor Statistics. (2005).  Usual Weekly Earnings Summary.  Retrieved May 8, 2010.

Bush-Baskette, S. (2010) Misguided justice: The war on drugs and the incarceration of black women.  New York: iUniverse.

Choi, Jung-ah. (2008).  Unlearning colorblind ideologies in education class. Educational Foundations, 53-71.

Chouliaraki, L. and Fairclough, N. (1999). Discourse in late modernity – Rethinking critical discourse analysis. Edinburgh: Edinburgh University Press.

Clark, W. (2007).  Race, class, and place: Evaluating mobility outcomes for African Americans. Urban Affairs Review, 43(2), 295-314.

Collins, P. H. (1990)  Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York: Routledge.

Cozart, S. C. and Price, P.  (2005).  Black women, identity and schooling: Reclaiming our work in shifting contexts. Urban Review, 37(3), 173-179.

Crenshaw, K.  (1991). Mapping the margins: Intersectionality, identity politics, and the violence against women of color.  Stanford Law Review, 43(6), 1241-1299.

Crenshaw, K. (1988). Race, reform, and retrenchment: Transformation and legitimation in antidiscrimination law.  Harvard Law Review, 101, 1331-1397.

Crowley, S. (1989). A teacher’s introduction to deconstruction.  Urbana, IL: NCTE.

Delgado Bernal, D.  (2002). Critical race theory, LatCrit Theory and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1),105–126.

Delgado Bernal, D. & Villalpando, O. (2002). An apartheid of knowledge in academia: The struggle over the ‘legitimate’ knowledge of faculty of color. Equity and Excellence in Education, 35(2), 169–180.

Dillard, C.  (2000). The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership. Qualitative Studies in Education, 13(6), 661-81.

Dillard, C.  (2006). On spiritual strivings: Transforming an African American woman’s academic life. Albany, NY: State University of New York Press.

Dixson, A and Rousseau, C.  (2006).  Critical race theory in education: All God’s children got a song. New York: Routledge.

Fairclough, N.  (1995). Critical discourse analysis. Boston: Addison Wesley.

Franklin, V.P. and Savage, C., Eds.  (2004).  Cultural capital and black education: African American communities and the funding of black schooling, 1865 to the present.  Information Age Publishing.

Gee, J.  (1999). An introduction to discourse analysis: Theory and method. London and New York: Routledge.

Gore, J.  (1993).  The struggle for pedagogies: Critical and feminist discourses as regimes of truth.  New York: Routledge.

Grady, S. and McLafferty, S.  (2007).  Segregation, nativity, and health: Reproductive health for immigrant and native-born black women in New York City. Urban Geography, 28(4), 377-397.

Hall, S.  (1981). Notes on deconstructing the ‘popular.’  In Samuel, R. (Ed.), People’s history and socialist theory (pp.227-239). London: Routledge.

Hine, D. and Thompson, K. (1999). A shining thread of hope. New York: Broadway Books.

Holley, K. & Colyar, J. (2009). Re-thinking texts: Narrative and the construction of qualitative research. Educational Researcher, 38(9), 680-686.

Iceland, J., Sharpe, C., & Steinmetz, E. (2005).  Class differences in African American residential patterns in US metropolitan areas: 1990–2000.  Social Science Research, 34(1), 252-266.

Jacobs-Huey, L.  (2002).  The natives are gazing and talking back: Reviewing the problematics of positionality, voice, and accountability among ‘Native’ anthropologists.  American Anthropologist, 104(3), 791-804.

Keating, A.  (1996).  Women reading women writing: Self-Invention in Paula Gunn Allen, Gloria Anzaldua, and Audre Lorde.  Philadelphia, PA: Temple University Press.

Kelley, R. (2002). Freedom dreams: The black radical imagination. Boston: Beacon Press.

Ladson-Billings, G. & Tate, W.  (1995). Toward a theory of critical race theory in education. Teachers College Record, 97, 47-68.

Lipman, P.  (1988). Race, class, and power in school restructuring. Albany, NY: State University of New York.

Lipsitz, G.  (2006).  The possessive investment in whiteness: How white people profit from identity politics.  Philadelphia, PA: Temple University Press.

Logan, S. (2003). Changing missions, shifting positions, and breaking silences. College Composition and Communication, 55(2), 330-342.

Luke, A. (2009a) Another ethnic autobiography?: Childhood and the cultural economy of looking.  In Hammer, R. & Kellner, D (Eds.), Critical cultural studies reader (pp. 482-500).  New York: Peter Lang.

Luke, A. (2009b). Race and language as capital in school: A sociological template for language education reform. In Kubota, R. & Lin, A. (Eds.), Race, culture and identities in second language education (pp. 286-308).  London: Routledge.

Luke, A. (2010). On this writing: An autotheoretic account.  In Nunan, D. & Choi, J. (Eds.), Language and culture: Reflective narratives and the emergence of identity (pp. 130-139). New York and London: Routledge.

Marable, M.  (2003).  The great wells of democracy. The meaning of race in American life. Basic Civitas Books.

Mauer, M. & Huling, T.  (1995). Young black Americans and the criminal justice system: Five years later.  Washington, DC: The Sentencing Project.

McCrary, D.  (2001).  Womanist theology and its efficacy for the writing classroom.  College Composition and Communication, 52(4), 521-552.

McKittrick, K.  (2006).  Demonic grounds: Black women and the cartographies of struggle. Minneapolis: University of Minnesota Press.

Mittlefehldt, P. K.  (1993).  A weaponry of choice: Black American women writers and the essay. In Joeres, R.E.B. & and Mittman, E., (Eds.),   Politics of the Essay: Feminist Perspectives (pp.196-208). Bloomington, IN: Indiana University Press.

Morgan, M.  (2002). Language, discourse, and power in African American culture. Cambridge: Cambridge University Press.

Mullings, L.  (1997). On our own terms: Race, class, and gender in the lives of African American women. New York: Routledge.

Osterreich, H.  (2007). From ‘crisis’ to ‘activist’: The everyday freedom legacy of black feminisms.  Race, Ethnicity, and Education, 10, 1-20.

Perry, I.  (2004). Prophets of the hood: Politics and poetics in Hip Hop. Durham, NC: Duke University Press.

Richardson, E.  (2002).  ‘To protect and serve’: African American female literacies. College Composition and Communication, 53(4), 675-704.

Richardson, E.  (2003). African American literacies.  New York: Routledge.

Richardson, E.  (2009).  Identities on the ground and all around: African American female literacies, critical black discourse studies, rap, rhetoric and composition. College Composition and Communication, 61(2), W456-W463.

Robinson, C. (1983). Black Marxism: The making of the black radical tradition.  University of North Carolina Press.

Robson, C. (2002) Real world research. Oxford: Blackwell.

Rosaldo, R.  (1989). Culture and truth: The remaking of social analysis. Boston: Beacon Press.

Royster, J.  (2000). Traces of a stream: Literacy and social change among African American women. Pittsburgh, PA: University of Pittsburgh Press.

Shipler, D. (2004).  The working poor: Invisible in America. New York: Knopf.

Smith, C.T. (1991). Wonderfully made: Preaching physical self-affirmation.  In Millhaven, A., (Ed.), Sermons seldom heard: Women proclaim their lives (pp. 243-251).  New York: Crossroads.

Smith, L. T. (1999). Decolonizing methodologies: Research and Indigenous peoples.  Zed Books.

Smitherman, G.  (1977).  Talking and testifyin: The language of black America. Detroit, MI: Wayne State University Press.

Solórzano, D., Ceja, M. & Yosso, T. (2000). Critical race theory, racial microaggressions and campus racial climate: The experiences of African-American college students. Journal of Negro Education, 69(1/2), 60–73.

Solórzano, D. & Delgado Bernal, D.  (2001). Critical race theory, transformational resistance and social justice: Chicana and Chicano students in an urban context. Urban Education, 36, 308–342.

Solórzano, D  & Villalpando, O. (1998). Critical race theory, marginality, and the experience of minority students in higher education.  In Torres, C. & Mitchell, T (Eds.),  Emerging issues in the sociology of education: Comparative perspectives (pp.211-224). New York: SUNY Press, 1998.

Stanton-Salazar, R. & Spina, S.  (2000). The network orientations of highly resilient urban minority youth: A network-analytic account of minority socialization and its educational implications. The Urban Review, 32(3), 227–261.

Wheeler, E., Ampadu, L., & Wangari, E.  (2002). Lifespan development revisited: African-centered spirituality throughout the life cycle.  Journal of Adult Development, 9 (1), 71-78.

White, D. (1999). Ar’n’t I a woman? Female slaves in the plantation south.  New York: W.W. Norton and Company.

Williams, D. (1993). Sisters of the Wilderness: The challenge of womanist God-talk. New York: Orbis.

Williams, D. (1994). Womanist theology: Black women’s voices.  In Lewis, N.B., et. All (Eds.), Sisters struggling in the spirit: A women of color Theological anthology (pp. 5-15). Kentucky: Women’s Ministries Program.

Williams, P.  (1991). The alchemy of race and rights: Diary of a law professor.  Cambridge, MA: Harvard University Press.

Wynter, S.  (2000). The re-enchantment of humanism: An interview with Sylvia Wynter, with David Scott.  Small Axe, 8, 119-207.

Yosso, T. (2005).  Whose culture has capital: A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8(1), 69-91.