Articles
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Coulter, C., Michael, C., & Poynor, L. (2007). Storytelling as pedagogy: An unexpected outcome of narrative inquiry. Curriculum Inquiry, 37(2), 103–122. https://doi.org/10.1111/j.1467-873X.2007.00375.x
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Cumming-Potvin, W. (2009). Social justice, pedagogy and multiliteracies: Developing communities of practice for teacher education. Australian Journal of Teacher Education, 34(3).http://dx.doi.org/10.14221/ajte.2009v34n3.4
- Exley, B., Woods, A., Lunn, J., Walker, S., & Whiteford, C. M. (2014). Reconciling dilemmas of social justice in literacy Lessons: A case study of preservice primary teachers. Australian Journal of Teacher Education, 39(1). http://dx.doi.org/10.14221/ajte.2014v39n1.11
- Godley, A. J., Reaser, J., & Moore, K. G. (2015). Pre-service English Language Arts teachers' development of critical language awareness for teaching. Linguistics and Education, 32, 41-54. http://dx.doi.org/10.1016/j.linged.2015.03.015
- Gunn, A., & King, J. (2015). Using empathic identification as a literacy tool for building culturally responsive pedagogy with preservice teachers. Teacher Development, 19(2), 168-185.
- Haddix, M., & Price-Dennis, D. (2013). Urban fiction and multicultural literature as transformative tools for preparing English teachers for diverse classrooms. English Education, 45(3), 247.
- Hall, L. A. (2009). “A necessary part of good teaching”: Using book clubs to develop preservice teachers’ visions of self. Literacy Research and Instruction, 48, 298-317. doi: 10.1080/19388070802433206
- Hallman, H. L., & Burdick, M. N. (2011). Service learning and the preparation of English teachers. English Education, 43(4), 341-368.
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Hammett, R., & Bainbridge, J. (2009). Pre-service teachers explore cultural identity and ideology through picture books. Literacy 43 (3), 152–59. doi:10.1111/j.1741-4369.2009.00522.x.
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Hsieh, B. (2017). Making room for discomfort: Exploring critical literacy and practice in a teacher education classroom. English Teaching: Practice & Critique, 16(3), 290–302. https://doi.org/10.1108/ETPC-05-2017-0086
- Johnson, J. (2012). "A Rainforest in Front of a Bulldozer": The Literacy Practices of Teacher Candidates Committed to Social Justice. English Education, 44(2), 147-179.
- Knotts, M. (2016). I feel like a hypocrite: a beginning teacher’s disconnect between beliefs and practice. English Teaching: Practice & Critique, 15(2), 221–235. https://doi.org/10.1108/ETPC-02-2016-0029
- Lazar, A. (2001). Preparing white preservice teachers for urban classrooms: Growth in a Philadelphia-based literacy practicum. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 367-381), Chicago, Ill: National Reading Conference.
- Leland, C., Harste, J. C., Jackson, C. A., & Youssef, O. (2001). Making teacher education critical. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 382-393), Chicago, Ill: National Reading Conference.
- McDonald, M., Brayko, K., & Bowman, M. (2013). Learning to see students: Opportunities to develop relational practices of teaching through community-based placements in teacher education. Teachers College Record, 115(4), 1-35.
- Mendelowitz, B. (2017). Conceptualising and enacting the critical imagination through a critical writing pedagogy. English Teaching: Practice & Critique, 16(2), 178–193. https://doi.org/10.1108/ETPC-08-2016-0102
- Mendoza, A. (2018). Preparing Preservice Educators to Teach Critical, Place‐Based Literacies. Journal of Adolescent & Adult Literacy, 61(4), 413-420.
- Merino, B. J., & Holmes. (2006). Student teacher inquiry as an "entry point" for advocacy. Teacher Education Quarterly, 33(3), 79-96.
- Miller, S. J. (2014). Cultivating a disposition for sociospatial justice in English teacher preparation. Teacher Education and Practice, 27 (1), 44-74.
- Monroe, L., & Ruan, J. (2018). Increasing early childhood preservice teachers’ intercultural sensitivity through the ABCs. Journal of Early Childhood Teacher Education, 39(1), 1-15.
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Mosley, M., & Rogers, R. (2011). Inhabiting the “tragic gap”: Pre-service teachers practicing racial literacy. Teaching Education, 22(3), 303–324. http://doi.org/10.1080/10476210.2010.518704
- Mosley Wetzel, M., & Rogers, R. (2015). Constructing racial literacy through critical language awareness: A case study of a beginning literacy teacher. Linguistics and Education, 32, 27-40. http://dx.doi.org/10.1016/j.linged.2015.03.014
- Norris, K., Lucas, L., & Prudhoe, C. (2012). Examining critical literacy: Preparing preservice teachers to use critical literacy in the early childhood classroom. Multicultural Education, 19(2), 59-62.
- Phillips, D. K., & Larson, M. L. (2012). Preservice teachers respond to And Tango Makes Three: deconstructing disciplinary power and the heteronormative in teacher education. Gender and Education, 24(2), 159-175.
- Rogers, R., Mosley Wetzel, M., & O’Daniels, K. (2016). Learning to teach, learning to act: becoming a critical literacy teacher. Pedagogies: An International Journal, 11(4), 292-310.
- Shelton, N. R., & McDermott, M. (2010). Using literature and drama to understand social justice. Teacher Development, 14(1), 123-135. doi:10.1080/13664531003696683
- Simon, R. (2015). "I'm fighting my fight, and I'm not alone anymore": The influence of communities of inquiry. English Education, 48(1), 41-71.
- Skerrett, A., Pruitt, A. A., & Warrington, A. S. (2015). Racial and related forms of specialist knowledge on English education blogs. English Education, 47(4), 314.
- Skerrett, A., Warrington, A.S., Adonyi Pruitt, A. (2014). Tools and Processes for Building Racial Knowledge on Teacher Education Blogs. In P. J. Dunston & S. K. Fullerton (Eds.) 63rd Yearbook of the Literacy Research Association (pp. 191-202). Oak Creek, WI: Literacy Research Association.
- Skerrett, A. (2010). Teaching critical literacy for social justice. Action in Teacher Education, 31(4), 54-65. http://dx.doi.org/10.1080/01626620.2010.10463535
- Staley, S., & Leonardi, B. (2016). Leaning In to Discomfort: Preparing Literacy Teachers for Gender and Sexual Diversity. Research in the Teaching of English, 51(2), 209.
- Styslinger, M. E., Walker, N., & Eberlin, E. L. (2014). Teaching in "Third Space": Understanding Pre-Service Teachers' Reading with Incarcerated Teens. Journal Of Reading Education, 39(2), 23-29.
- Tanner, S. J., & Berchini, C. (2017). Seeking rhythm in white noise: working with whiteness in English education. English Teaching: Practice & Critique, 16(1), 40–54. https://doi.org/10.1108/ETPC-11-2016-0143
- Ticknor, A. (2015). Preserving social justice identities: Learning from one pre-service literacy teacher. Reading Horizons, 53(4), 1-23.
- Vaughn, M., Allen, S., Kologi, S., & McGowan, S. (2015). Revisiting Literature Circles as Open Spaces for Critical Discussions. Journal Of Reading Education, 40(2), 27-32.
- Williams, B., May, L. A., & Williams, R. F. (2012). Flowers, fruits, & fingers: Preservice teachers write about difficult topics for a child audience. Multicultural Education, 19(3), 27-33.
- Wold, L. & Elish-Piper, L. 2008. Building a sense of wonder in secondary content literacy instruction. The Journal of Reading Education, 34(1), 16-24.
- Wolfe, P. (2010). Preservice teachers planning for critical literacy teaching. English Education, 42(4), 368-390.