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Articles and Books

  • Pewewardy, Cornel. Culturally Responsive Teaching for American Indian Learners

  • Smith, Graham Hingangaroa. Indigenous struggle for the Transformation of Education and Schooling

  • Cajete, Gregory. Reclaiming Biophilia

  • Assembly of Alaska Native Educators. Guidelines for Respecting Cultural Knowledge

  • Santamaria, L. J. (2009) "Culturally Responsive Differentiated Instruction: Narrowing Best Pedagogical Practices Benefiting All Learners" An innovative look at bridging culturally responsive practices with differentiating for ELLs and students with special needs, based on research on schools in San Diego County, California.

  •  James, M. C. (2010) "Never Quit: The Complexities of Promoting Social and Academic Excellence at a Single-Gender School for African-American Males" An examination of "resilience theory" through a critical race theory lens, and a report on the experiences of African-American youth attending an all-boys school in the Southern United States.

  • Year Up: A Framework for Cultural Competence Year Up is a national organization committed to closing the opportunity divide by developing urban youth's marketable job skills with career training and internships that count as college credits.

  • Bread For The Journey Continuum for Becoming an Anti-Racist, Multicultural Institution A helpful framework for understanding the journey from monoculturalism to multiculturalism to anti-racist multiculturalism.

  • Banks, J. et. al. (2005) "Teaching Diverse Learners," from Preparing Teachers for a Changing World (ed. L. Darling-Hammond & J. Bransford) A chapter in Preparing Teachers For A Changing World that describes the challenges of teaching diverse learners, and the importance of affirming student backgrounds and identities.

  • Diaz, V. H. (2012) "Teaching Through the Test: Developing Life-Changing Academic Achievement and Critical Capacity" from Using Standards and High-Stakes Testing For Students (ed. J.A. Gorlewski, B.J. Porfilio, & D.A. Gorlewski) This book chapter describes the work of the author and several corps members in Phoenix to plan and implement English/Language Arts units designed to build critical consciousness as well as academic achievement.

  • Duncan-Andrade, J. M. R. (2009) "Note To Educators: Hope Required When Growing Roses Through Concrete" In this article, Duncan-Andrade explores the concept of hope, distinguishing between the false hope urban schools tend to push on their students and a critical hope grounded in the lived experiences of youth.

  • Gay, G. (2002) "Culturally Responsive Teaching in Special Education for Culturally Diverse Students: Setting the Stage." Given the over-representation of students of color in special education, it is important to ensure students with special needs have access to an education that is affirming of their cultural backgrounds.

  • Ladson-Billings, Gloria (1995) "But That's Just Good Teaching! The Case For Culturally Relevant Pedagogy" Defines culturally responsive teaching and describes three outcomes for culturally responsive teaching: academic achievement, cultural competence, and critical consciousness.

  • Romero, A., Arce, S. & Cammarota, J. (2009) "A Barrio Pedagogy: Identity, Intellectualism, Activism, and Academic Achievement through the Evolution of Critically Compassionate Intellectualism" The creators of the Tucson Unified School District's acclaimed Mexican American Studies department describe their program, and its roots in indigenous culture, critical race theory, and critical pedagogy.

  • Villegas, A.M. & Lucas, T. (2002) Preparing Culturally Responsive Teachers: Rethinking the Curriculum. A predecessor to their influential book, Educating Culturally Responsive Teachers: A Coherent Approach, this article describes the dispositions that are key to culturally responsive teaching.



  • Pollock, M. (2008). Everyday antiracism: Getting real about race in school. New York: New Press. A collection of short essays from dozens of teachers and scholars, exploring the possibilities of producing anti-racism in students and schools. 

  • hooks, bell (1994) Teaching to Transgress. Education as the practice of freedom, London: Routledge.  A writer, teacher, and insurgent black intellectual writes about a new kind of education that teaches students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom

  • Finn, P. J. (1999). Literacy with an attitude: Educating working-class children in their own self-interest. Albany: State University of New York Press. Finn argues that our job is not to help working class students join the middle class. Education rather should focus on a powerful literacy that enables working-class and poor students to be better understand, demand, and protect their civil, political, and social rights.

  • Gay, Geneva. (2000). Culturally Responsive Teaching: Theory, Research and Practice. New York: Teachers College Press.Quite literally, the book on culturally responsive teaching. A foundational book that brings together theory, research and practice to assert that culturally responsive teaching is essential in addressing the needs of today's diverse student population.

  • Villegas, Ana Maria & Lucas, Tamra. (2002). Educating Culturally Responsive Teachers: A Coherent Approach.SUNY Press. Offering a conceptual framework and practical strategies for teacher preparation in schools with increasingly diverse racial and ethnic student populations, this book presents a coherent approach to educating culturally responsive teachers.

  • Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.

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