Allen, Q. (2012). "They think minority means lesser than": Black middle-class sons and fathers resisting microaggressions in the school. Urban Education, 48(2), 171-197.
Barker, J. (2010). Racial identification and audience in Roll of Thunder, Hear My Cry and The Watsons Go to Birmingham--1963. Children’s Literature in Education, 41(2), 118-145.
Boston, G.H. and Baxley, T. (2007). Living the literature: Race, gender construction, and black female adolescents. Urban Education, 42(6), 560-581.
Brown, H. (2004). Walking into the unknown: Inquiry-based learning transforms the English classroom. English Journal, 94(2), 43-48.
Chavez, A.F. and Guido-DiBrito, F. (1999). Racial and ethnic identity and development. New Directions for Adult and Continuing Education, 84, 39-47.
Ching, S.H.D. (2005). Multicultural children's literature as an instrument of power. Language Arts, 83(2), 128-136.
Copenhaver-Johnson, J.F., Bowman, J.T., and Johnson, A.C. (2007). Santa stories: Children's inquiry about race during picturebook read-alouds. Language Arts, 84(3), 234-244.
Cruz, B.C. and Duplass, J.A. (2009). Making sense of "race" in the history classroom: A literary approach. The History Teacher, 42(4), 425-440.
Delgado, R. (1989). Storytelling for Oppositionists and others: A plea for narrative. Michigan Law Review,
87(8), 2411-2441.
Dong, Y.R. (2005). Taking a cultural-response approach to teaching multicultural literature. English Journal, 94(3), 55-60.
Engles, Tim, & Fern Kory. 2013. Incarceration, Identity Formation, and Race in Young Adult Literature: the
Case of Monster versus Hole in My Life. English Journal, 102(4): 53-58.
Fondrie, S. (2001). "Gentle does of racism": Whiteness and children's literature. Journal of Children's Literature, 27(2), 9-13.
Gangie, J. (2014). How Common Core’s book choices fail children of color from The Open Book at Lee & Low Books at http://nblo.gs/10pLpA.
Goldenberg, B. (2014). White teachers in urban classrooms: Embracing non-white students' cultural capital for better teaching and learning. Urban Education, 49(1), 111-144.
Groenke, S.L., Maples, J., & Henderson, J. (2010). Raising “Hot Topics” through Young Adult Literature.
Voices from the Middle, 17(4): 29-36.
Hanley, M., Noblit, G. W. (2009). Cultural responsiveness, racial identity and academic success: a review of
literature. A paper prepared for The Heinz Endowments.
Ketter, J. and Buter, D. (2004). Transcending spaces: Exploring identity in a rural American middle school. English Journal, 93(6), 47-53.
Martin, J.L. (2004). Critical race theory, hip hop, and Huck Finn: Narrative inquiry in a high school English classroom. The Urban Review, 46(2), 244-267.
McIntosh, P. (1989). White Privilege: Unpacking the Invisible Backpack at
isr.umich.edu/home/diversity/resources/white-privilege.pdf.
McNair, J.C. (2008). "I may be crackin', but um fackin'": Racial humor in The Watsons Go to Birmingham--1963. Children's Literature in Education, 39(3), 201-212.
McNair, J.C. (2008). The representation of authors and illustrators of color in school-based book clubs. Language Arts, 85(3), 193-201.
Meixner, E. (2006). Understand the questions: A community-centered approach to the teaching of
multicultural literature. Voices from the Middle, 13(3), 15-19.
Ortiz, L. and Jani, J. (2010). Critical race theory: A transformational model for teaching diversity. Journal of Social Word Education, 46(2), 175-193.
Schieble, M. (2012). Critical conversations on whiteness with young adult literature. Journal of Adolescent & Adult Literacy, 56(3), 212-221.
Sullivan, E. (2002). Race matters. School Library Journal, 48(6), 40-41.
Tatum, A.W. (2009). Reading for their life. Portsmouth, NH: Heinemann Publishing.
Vilson, J. (April 13, 2014). Rethinking conversations on race among educators from Edutopia at
http://www.edutopia.org/blog/rethinking-conversations-on-race-jose-vilson.
Barker, J. (2010). Racial identification and audience in Roll of Thunder, Hear My Cry and The Watsons Go to Birmingham--1963. Children’s Literature in Education, 41(2), 118-145.
Boston, G.H. and Baxley, T. (2007). Living the literature: Race, gender construction, and black female adolescents. Urban Education, 42(6), 560-581.
Brown, H. (2004). Walking into the unknown: Inquiry-based learning transforms the English classroom. English Journal, 94(2), 43-48.
Chavez, A.F. and Guido-DiBrito, F. (1999). Racial and ethnic identity and development. New Directions for Adult and Continuing Education, 84, 39-47.
Ching, S.H.D. (2005). Multicultural children's literature as an instrument of power. Language Arts, 83(2), 128-136.
Copenhaver-Johnson, J.F., Bowman, J.T., and Johnson, A.C. (2007). Santa stories: Children's inquiry about race during picturebook read-alouds. Language Arts, 84(3), 234-244.
Cruz, B.C. and Duplass, J.A. (2009). Making sense of "race" in the history classroom: A literary approach. The History Teacher, 42(4), 425-440.
Delgado, R. (1989). Storytelling for Oppositionists and others: A plea for narrative. Michigan Law Review,
87(8), 2411-2441.
Dong, Y.R. (2005). Taking a cultural-response approach to teaching multicultural literature. English Journal, 94(3), 55-60.
Engles, Tim, & Fern Kory. 2013. Incarceration, Identity Formation, and Race in Young Adult Literature: the
Case of Monster versus Hole in My Life. English Journal, 102(4): 53-58.
Fondrie, S. (2001). "Gentle does of racism": Whiteness and children's literature. Journal of Children's Literature, 27(2), 9-13.
Gangie, J. (2014). How Common Core’s book choices fail children of color from The Open Book at Lee & Low Books at http://nblo.gs/10pLpA.
Goldenberg, B. (2014). White teachers in urban classrooms: Embracing non-white students' cultural capital for better teaching and learning. Urban Education, 49(1), 111-144.
Groenke, S.L., Maples, J., & Henderson, J. (2010). Raising “Hot Topics” through Young Adult Literature.
Voices from the Middle, 17(4): 29-36.
Hanley, M., Noblit, G. W. (2009). Cultural responsiveness, racial identity and academic success: a review of
literature. A paper prepared for The Heinz Endowments.
Ketter, J. and Buter, D. (2004). Transcending spaces: Exploring identity in a rural American middle school. English Journal, 93(6), 47-53.
Martin, J.L. (2004). Critical race theory, hip hop, and Huck Finn: Narrative inquiry in a high school English classroom. The Urban Review, 46(2), 244-267.
McIntosh, P. (1989). White Privilege: Unpacking the Invisible Backpack at
isr.umich.edu/home/diversity/resources/white-privilege.pdf.
McNair, J.C. (2008). "I may be crackin', but um fackin'": Racial humor in The Watsons Go to Birmingham--1963. Children's Literature in Education, 39(3), 201-212.
McNair, J.C. (2008). The representation of authors and illustrators of color in school-based book clubs. Language Arts, 85(3), 193-201.
Meixner, E. (2006). Understand the questions: A community-centered approach to the teaching of
multicultural literature. Voices from the Middle, 13(3), 15-19.
Ortiz, L. and Jani, J. (2010). Critical race theory: A transformational model for teaching diversity. Journal of Social Word Education, 46(2), 175-193.
Schieble, M. (2012). Critical conversations on whiteness with young adult literature. Journal of Adolescent & Adult Literacy, 56(3), 212-221.
Sullivan, E. (2002). Race matters. School Library Journal, 48(6), 40-41.
Tatum, A.W. (2009). Reading for their life. Portsmouth, NH: Heinemann Publishing.
Vilson, J. (April 13, 2014). Rethinking conversations on race among educators from Edutopia at
http://www.edutopia.org/blog/rethinking-conversations-on-race-jose-vilson.
Examining Race in the United States
Alexander, M. (2012). The new Jim Crow: Mass incarceration in the age of colorblindness. New York: The New Press.
Jones, S. and Mauer, M. (2013). Race to incarcerate: A graphic retelling. New York: New Press.
Steele, C. (2010). Whistling Vivaldi: How stereotypes affect us and what we can do. New York: Norton.
Vilson, J.L. (2014). This is not a test: A new narrative on race, class and education. New York: Haymarket Books.
Jones, S. and Mauer, M. (2013). Race to incarcerate: A graphic retelling. New York: New Press.
Steele, C. (2010). Whistling Vivaldi: How stereotypes affect us and what we can do. New York: Norton.
Vilson, J.L. (2014). This is not a test: A new narrative on race, class and education. New York: Haymarket Books.