Items

• Young Children Demystifying and Remaking the University Through Critical Play
  Campano, G., Ngo, L., Low, D. E., & Bartow Jacobs, K. (2016). Young Children Demystifying and Remaking the University Through Critical Play. Journal of Early Childhood Literacy, 16(2), 199–227. https://doi.org/10.1177/1468798415577875
• We Are Our Own Best Advocates: Latinx Immigrants Teaching And Learning For Their Rights
  Rusoja, A. (2017). We Are Our Own Best Advocates: Latinx Immigrants Teaching And Learning For Their Rights [Ph.D., University of Pennsylvania]. https://repository.upenn.edu/edissertations/2559
• Unsettled Belonging: Educating Palestinian American Youth after 9/11
  El-Haj, T. R. A. (2015). Unsettled Belonging: Educating Palestinian American Youth after 9/11. University of Chicago Press.
• Toward Community Research and Coalitional Literacy Practices for Educational Justice
  Campano, G., Ghiso, M. P., Yee, M., & Pantoja, A. (2013). Toward Community Research and Coalitional Literacy Practices for Educational Justice. Language Arts, 90(5), 314–326.
• The Undercommons: Fugitive Planning & Black Study
  Harney, S., & Moten, F. (2013). The Undercommons: Fugitive Planning & Black Study. Minor Compositions.
• The Tyranny of Merit: What's Become of the Common Good?
  Sandel, M. J. (2020). The Tyranny of Merit: What’s Become of the Common Good? Farrar, Straus and Giroux.
• The Social Production of Adolescent Risk and the Promise of Adolescent Literacies
  Vasudevan, L., & Campano, G. (2009). The Social Production of Adolescent Risk and the Promise of Adolescent Literacies. Review of Research in Education, 33(1), 310–353. https://doi.org/10.3102/0091732X08330003
• The Right to Research
  Appadurai, A. (2006). The Right to Research. Globalisation, Societies and Education, 4(2), 167–177. https://doi.org/10.1080/14767720600750696
• The American Evasion of Philosophy
  West, C. (1989). The American Evasion of Philosophy. Palgrave Macmillan UK. https://doi.org/10.1007/978-1-349-20415-1
• Social Justice and Culture: On Identity, Intersectionality, and Epistemic Privilege
  Mohanty, S. P. (2018). Social Justice and Culture: On Identity, Intersectionality, and Epistemic Privilege. In G. Craig (Ed.), Handbook on Global Social Justice (pp. 418–427). Edward Elgar Publishing. https://doi.org/10.4337/9781786431424.00040
• Sister Outsider: Essays and Speeches
  Lorde, A. (1984). Sister Outsider: Essays and Speeches. Crossing Press.
• Shifting Native Early Childhood Education: Toward Justice and Inclusive Family Engagement at the Earliest Levels of Education
  Yazzie-Mintz, T. (2015). Shifting Native Early Childhood Education: Toward Justice and Inclusive Family Engagement at the Earliest Levels of Education. AERA Annual Meeting, Chicago, IL.
• Repositioning Ethical Commitments: Participatory Action Research as a Relational Praxis of Social Change
  Cahill, C. (2007). Repositioning Ethical Commitments: Participatory Action Research as a Relational Praxis of Social Change. ACME: An International Journal for Critical Geographies, 6(3), Article 3.
• Reconstruction in Philosophy
  Dewey, J. (2019). Reconstruction in Philosophy. Good Press.
• Re-mediating Literacy: Culture, Difference, and Learning for Students From Nondominant Communities
  Gutiérrez, K. D., Morales, P. Z., & Martinez, D. C. (2009). Re-mediating Literacy: Culture, Difference, and Learning for Students From Nondominant Communities. Review of Research in Education, 33(1), 212–245. https://doi.org/10.3102/0091732X08328267
• On the Power of the Collective in Community-based Educational Research
  Thakurta, A., Kannan, C., Setiawan, D., Kosasih, M., Ghiso, M. P., & Campano, G. (2020). On the Power of the Collective in Community-based Educational Research. Penn GSE Perspectives on Urban Education, 17(1).
• Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity
  Low, D. E. (2017). Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity. Ubiquity: The Journal of Literature, Literacy, and the Arts, 4, 6–56.
• Local Histories/Global Designs: Coloniality, Subaltern Knowledges, and Border Thinking
  Mignolo, W. (2012). Local Histories/Global Designs: Coloniality, Subaltern Knowledges, and Border Thinking. Princeton University Press.
• Literacy and Race: Access, Equity, and Freedom
  Willis, A. I. (2015). Literacy and Race: Access, Equity, and Freedom. Literacy Research: Theory, Method, and Practice, 64(1), 23–55. https://doi.org/10.1177/2381336915617617
• Literacies of Refuge: “Pidiendo Posada” as Ritual of Justice
  de los Ríos, C. V., & Molina, A. (2020). Literacies of Refuge: “Pidiendo Posada” as Ritual of Justice. Journal of Literacy Research, 52(1), 32–54. https://doi.org/10.1177/1086296X19897840
• Learning from Experience: Minority Identities, Multicultural Struggles
  Moya, P. M. L. (2002). Learning from Experience: Minority Identities, Multicultural Struggles. University of California Press.
• Just Research in Contentious Times: Widening the Methodological Imagination
  Fine, M. (2017). Just Research in Contentious Times: Widening the Methodological Imagination. Teachers College Press.
• Issues of Validity in Openly Ideological Research: Between a Rock and a Soft Place
  Lather, P. (1986). Issues of Validity in Openly Ideological Research: Between a Rock and a Soft Place. Interchange, 17(4), 63–84. https://doi.org/10.1007/BF01807017
• Involving Latino Families in Schools: Raising Student Achievement Through Home-School Partnerships
  Gaitan, C. D. (2004). Involving Latino Families in Schools: Raising Student Achievement Through Home-School Partnerships. Corwin Press.
• Indigenous Children’s Survivance in Public Schools
  Sabzalian, L., Tuck, E., & Yang, K. W. (2019). Indigenous Children’s Survivance in Public Schools. Routledge. https://doi.org/10.4324/9780429427503
• In the Shadow of the Ivory Tower: How Universities Are Plundering Our Cities
  Baldwin, D. L. (2021). In the Shadow of the Ivory Tower: How Universities Are Plundering Our Cities. Bold Type Books.
• Immigrant Students and Literacy: Reading, Writing, and Remembering
  Campano, G. (2007). Immigrant Students and Literacy: Reading, Writing, and Remembering. Teachers College Press.
• Identity Politics Reconsidered
  Alcoff, L. M., Hames-García, M., Mohanty, S. P., & Moya, P. M. L. (Eds.). (2006). Identity Politics Reconsidered. Palgrave Macmillan US. https://doi.org/10.1057/9781403983398
• Ghosts in the Schoolyard: Racism and School Closings on Chicago's South Side
  Ewing, E. L. (2020). Ghosts in the Schoolyard: Racism and School Closings on Chicago’s South Side. University of Chicago Press.
• Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms
  Gonzalez, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Routledge. https://doi.org/10.4324/9781410613462
• Cultural Exclusion and Critique in the Era of Good Intentions: Using Participatory Research to Transform Parent Roles in Urban School Reform
  Dyrness, A. (2009). Cultural Exclusion and Critique in the Era of Good Intentions: Using Participatory Research to Transform Parent Roles in Urban School Reform. Social Justice, 36(4 (118)), 36–53.
• Collected Papers of Charles Sanders Peirce
  Peirce, C. S. (1958). Collected Papers of Charles Sanders Peirce. Belknap Press of Harvard University Press.
• Collaborative Inquiry: Youth, Social Action, and Critical Qualitative Research
  Caraballo, L., & Lyiscott, J. (2020). Collaborative Inquiry: Youth, Social Action, and Critical Qualitative Research. Action Research, 18(2), 194–211. https://doi.org/10.1177/1476750317752819
• Borderlands/La Frontera: The New Mestiza
  Anzaldúa, G. (1999). Borderlands/La Frontera: The New Mestiza. Aunt Lute Books.
• Black Space in Education: Fugitive Resistance in the Afterlife of School Segregation
  ross, kihana miraya. (2020). Black Space in Education: Fugitive Resistance in the Afterlife of School Segregation. In The Future is Black. Routledge. https://doi.org/10.4324/9781351122986-7
• At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on Better
  Lytle, S. (2008). At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on Better. Research on the Teaching of English, 42(3), 373–379.
• Agency as Collectivity: Community-Based Research for Educational Equity
  Campano, G., Ghiso, M. P., Badaki, O., & Kannan, C. (2020). Agency as Collectivity: Community-Based Research for Educational Equity. Theory Into Practice, 59(2), 223–233. https://doi.org/10.1080/00405841.2019.1705107
• African American Parents’ Educational Involvement in Urban Schools: Contextualized Strategies for Student Success in Adolescence
  Huguley, J. P., Delale-O’Connor, L., Wang, M.-T., & Parr, A. K. (2021). African American Parents’ Educational Involvement in Urban Schools: Contextualized Strategies for Student Success in Adolescence. Educational Researcher, 50(1), 6–16. https://doi.org/10.3102/0013189X20943199
• A Critical Inquiry into College: Critical Literacy in a College Readiness Program for First-Generation Students of Color
  Kannan, Chloe Alexandra. “A Critical Inquiry into College: Critical Literacy in a College Readiness Program for First-Generation Students of Color.” In ProQuest Dissertations and Theses. Ed.D., University of Pennsylvania, 2021. http://www.proquest.com/docview/2572591809/BCA18E71F506452BPQ/1.
• “You Can Still Fight”: The Black Radical Tradition, Healing, and Literacies
  Baxley, G., Sealey-Ruiz, Y., Rogers, C. R., Campano, G., Thomas, E. E., & Stornaiuolo, A. (2021). “You Can Still Fight”: The Black Radical Tradition, Healing, and Literacies. Research in the Teaching of English, 55(3), 213–215.
• "My Color of My Name": Composing Critical Self-Celebration with Girls of Color through a Feminist of Color Writing Pedagogy
  Player, G. D. (2021). “My Color of My Name”: Composing Critical Self-Celebration with Girls of Color through a Feminist of Color Writing Pedagogy. Research in the Teaching of English, 55(3), 216,218-240.