The promise and perils of developing democratic literacy for social justice

Curriculum Inquiry

Volumn 39, Issue 4, 2009, Pages 555-579

  North, Connie E ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 69249212451     PISSN: 03626784     EISSN: 1467873X     Source Type: Journal    
DOI: 10.1111/j.1467-873X.2009.00457.x     Document Type: Article

References (87)

1. Antrop-González, R., & De Jesús, A. (2006). Toward a theory of critical care in urban small school reform: Examining structures and pedagogies of caring in two Latino community-based schools. International Journal of Qualitative Studies in Education, 19(4), 409-433.
2. Anyon, J. (2005). Radical possibilities: Public policy, urban education, and a new social movement. New York: Routledge.
3. Anyon, J. (2006). What should count as educational research: Notes toward a new paradigm. In G. Ladson-Billings & W. F. Tate (Eds.), Education research in the public interest: Social justice, action, and policy (pp. 17-26). New York: Teachers College Press.
4. Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age. New York: Routledge.
5. Applebaum, B. (2009). Is teaching for social justice a "liberal bias"? Teachers College Record, 111(2), 376-408.
6. Artiles, A. J., Harry, B., Reschly, D. J., & Chinn, P. C. (2002). Over-identification of students of color in special education: A critical overview. Multicultural Perspectives, 4(1), 3-10.
7. Associated Press. (2006, May 5). Muslims denied U.S. citizenship file lawsuit. CAIR Illinois. Retrieved April 9, 2008, from http://www.cairchicago.org/inthenews.php?file=ap_cbs205052006
8. Ayers, W. C. (2006). Trudge toward freedom: Educational research in the public interest. In G. Ladson-Billings & W. F. Tate (Eds.), Education research in the public interest: Social justice, action, and policy (pp. 81-98). New York: Teachers College Press.
9. Ayers, W. C., & Quinn, T. (2005). Series foreword. In G. Mitchie, See you when we get there: Teaching for change in urban schools (pp. vii-ix). New York: Teachers College Press.
10. Ayers, W., Quinn, T., & Stovall, D. (2009). Editors' conclusion. In W. Ayers, T. Quinn, D. Stovall's (Eds.), Handbook of social justice in education (pp. 725-728). New York: Routledge.
11. Bauer, M. D. (Ed.). (1994). Am I blue?: Coming out from the silence. New York: HarperCollins.
12. Bender-Slack, L., & Raupach, M. P. (2006). Teaching for social justice and teaching controversial issues: Are they one and the same? Wisconsin Social Studies Journal, spring, 33-37.
13. Berlak, A. C. (2004). Confrontations and pedagogy: Cultural secrets, trauma, and emotion in antioppressive pedagogies. In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. 123-144). New York: Peter Lang.
14. Bloom, L. R. (1996). Stories of one's own: Nonunitary subjectivity in narrative representation. Qualitative Inquiry, 2(2), 176-197.
15. Boler, M. (2004). All speech is not free: The ethics of "affirmative action pedagogy." In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. 3-13). New York: Peter Lang.
16. Britzman, D. P. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. Albany: State University of New York Press.
17. Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association.
18. Burbules, N. C. (2004). Introduction. In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. xiii-xxxii). New York: Peter Lang.
19. Butin, D. W. (2001). This ain't talk therapy: Problematizing and extending anti-oppressive education. Educational Researcher, 31(3), 14-16.
20. Chodron, P. (1997). When things fall apart: Heart advice for difficult times. Boston: Shambhala.
21. Chodron, P. (2006). Practicing peace in times of war. Boston: Shambhala.
22. Connell, R. W. (1995). Masculinities. Cambridge, UK: Polity.
23. Copeland, M. (2005). Socratic circles: Fostering critical and creative thinking in middle and high school. Portland, OR: Stenhouse.
24. Cornbleth, C., & Waugh, D. (1995). The great speckled bird: Multicultural politics and education policymaking. Mahwah, NJ: Erlbaum.
25. Dance, L. J. (2008). Racial, ethnic, and gender disparities in early school leaving (dropping out). In B. T. Dill & R. E. Zambrana (Eds.), Emerging intersections: Race, class, and gender in theory, policy, and practice (pp. 180-202). New Brunswick, NJ: Rutgers University Press.
26. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: The New Press.
27. Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. Walnut Creek, CA: Altamira Press.
28. Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297-324.
29. Ellsworth, E. (1997a). Double binds of whiteness. In M. Fine, L. Weis, L. C. Powell, & L. M. Wong (Eds.), Off white: Readings on race, power and society (pp. 259-269). New York: Routledge.
30. Ellsworth, E. (1997b). Teaching positions: Difference, pedagogy, and the power of address. New York: Teachers College Press.
31. Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes. Chicago: University of Chicago Press.
32. Evans, R. W. (2007). Continuing the struggle for social studies. Theory and Research in Social Education, 35(3), 501-507.
33. Finnessy, P. (2007, January). Queer aporias: Straight teachers and a sexual minority curriculum. Paper presented at the annual meeting of the Center for Anti-Oppressive Education, Chicago.
34. Fraser, N. (1997). Justice interruptus: Critical reflections on the "postsocialist" condition. New York: Routledge.
35. Freedman, E. (2007). Is teaching for social justice undemocratic? Harvard Educational Research, 77(4), 442-473.
36. Freire, P. (1994). Pedagogy of the oppressed. New York: Continuum. (Original work published 1970)
37. Freire, P., & Macedo, D. (1987). Reading the word and the world. South Hadley, MA: Bergin and Garvey.
38. Garrison, J. (2004). Ameliorating violence in dialogues across differences: The role of eros and lógos. In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. 89-103). New York: Peter Lang.
39. Gewirtz, S. (1998). Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13(4), 469-484.
40. Glass, G. V. (2008). Fertilizers, pills and magnetic strips. Charlotte, NC: Information Age.
41. Goodman, A. (2007, May 2). A look at the forces behind the anti-immigrant movement. Democracy Now! Retrieved April 12, 2008, from http://www.democracynow.org/2007/5/2/a_look_at_the_forces_behind
42. Gutmann, A. (1999). Democratic education. Princeton, NJ: Princeton University Press.
43. Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy of social justice. New York: Routledge.
44. Hall, H. R. (2009). Tensions, ironies, and social justice in Black civil rights: Lessons from Brown and King. In W. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of social justice in education (pp. 43-50). New York: Routledge.
45. Harding, S. (1987). Introduction: Is there a feminist method? In S. Harding (Ed.), Feminism & methodology (pp. 1-14). Bloomington: Indiana University Press.
46. Harris Interactive and GLSEN. (2005). From teasing to torment: School climate in America, a survey of students and teachers. New York: Gay, Lesbian and Straight Education Network.
47. Heath, S. B. (2008). Foreword. In D. Fisher, N. Frey, & C. Rothenberg (Eds.), Content-area conversations: How to plan discussion-based lessons for diverse language learners. Alexandria, VA: Association for Christians in Student Development. Retrieved March 1, 2009, from http://www.ascd.org
48. Hess, D. (2004). Discussion in social studies: Is it worth the trouble? Social Education, 68(2), 151-155.
49. Hess, D., & Stoddard, J. (2007). 9/11 and terrorism: "The ultimate teachable moment" in textbooks and supplemental curricula. Social Education, 71(5), 231-236.
50. Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. London: Routledge.
51. Johnson, D. W., & Johnson, R. T. (1995). Creative controversy: Intellectual challenge in the classroom (3rd ed.). Edina, MN: Interaction Book.
52. Jones, A. (2004). Talking cure: The desire for dialogue. In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. 57-67). New York: Peter Lang.
53. Kasl, C. D. (2005). If the Buddha got stuck. New York: Penguin Books.
54. Kozol, J. (2005). Still separate, still unequal: America's educational apartheid. Harper's Magazine, 311(1864), 41-54.
55. Kozol, J. (2007, September 13). NCLB and the poisonous essence of obsessive testing. Huffington Post. Retrieved April 12, 2008, from http://www.commondreams.org/archive/2007/09/13/3809/
56. Kumashiro, K. K. (2002). Troubling education: Queer activism and antioppressive pedagogy. New York: RoutledgeFalmer.
57. Kumashiro, K. K. (2008). The seduction of common sense: How the right has framed the debate on America's schools. New York: Teachers College Press.
58. Ladwig, J. G. (1991). Is collaborative research exploitative? Educational Theory, 41(2), 111-120.
59. Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley: University of California Press.
60. Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. San Francisco: Jossey-Bass.
61. Lessing, A. (2009). A soft approach to hard teaching. In W. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of social justice in education (pp. 671-680). New York: Routledge.
62. Lightfoot, S. L. (1983). The good high school: Portraits of character and culture. New York: Basic Books.
63. Lipman, P. (2004). High stakes education: Inequality, globalization and urban school reform. New York: Routledge.
64. Lopez, N. (2003). Hopeful girls, troubled boys: Race and gender disparity in urban education. New York: Routledge.
65. Lynch, K., & Baker, J. (2005). Equality in education: An equality of condition perspective. Theory and Research in Education, 3(2), 131-164.
66. MacKinnon, C. (2002). Keeping it real: On anti-"essentialism." In F. Valdes, J. M. Culp, & A. P. Harris (Eds.), Crossroads, directions, and a new critical race theory (pp. 71-83). Philadelphia: Temple University Press.
67. Mayo, C. (2004). The tolerance that dare not speak its name. In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. 33-47). New York: Peter Lang.
68. Meiners, E. R. (2007). Right to be hostile: Schools, prisons, and the making of public enemies. New York: Routledge.
69. Myers, W. D. (1991). Fallen angels. New York: Scholastic.
70. North, C. E. (2006). More than words? Delving into the substantive meaning(s) of "social justice" in education. Review of Educational Research, 76(4), 505-535.
71. North, C. E. (2008a). Teaching for social justice? Voices from the front lines. Boulder, CO: Paradigm.
72. North, C. E. (2008b). What is all this talk about "social justice"? Mapping the terrain of education's latest catchphrase. Teachers College Record, 110(6), 1182-1206.
73. Nussbaum, M. C. (2004). Hiding from humanity: Disgust, shame, and the law. Princeton, NJ: Princeton University Press.
74. Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. New York: Teachers College Press.
75. Parker, W. C. (2006) Public discourses in schools: Purposes, problems, possibilities. Educational Researcher, 35(8), 11-18.
76. Pattillo, Mary. (2007). Black on the block: The politics of race and class in the city. Chicago: University of Chicago Press.
77. Popkewitz, T. S. (2006). Hopes of progress and fears of the dangerous: Research, cultural theses, and planning different human kinds. In G. Ladson-Billings & W. F. Tate (Eds.), Education research in the public interest: Social justice, action, and policy (pp. 119-140). New York: Teachers College Press.
78. Reich, R. (2002). Bridging liberalism and multiculturalism in American education. Chicago: University of Chicago Press.
79. Richardson, L. (2000). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 923-948). Thousand Oaks, CA: Sage.
80. Scott, J. W. (2005). Feminism's history. Journal of Women's History, 16(2), 10-29.
81. Tannen, D. (1986). That's not what I meant: How conversational style makes or breaks relationships. New York: Ballantine.
82. Tirrell-Corbin, C., & Cooper, D. H. (2008, March). Dewey the "D" in PDS. Paper presented at the annual meeting of the American Educational Research Association, New York.
83. Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
84. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.
85. Wilson, T. (2002). Strangers to ourselves: Discovering the adaptive unconscious. Cambridge, MA: Harvard University Press.
86. Woodson, J. (1998). If you come softly. New York: Putnam.
87. Young, I. M. (1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.