References
- Alim, H. S., Rickford, J. R., & Ball, A. F. (Eds.). (2016). Raciolinguistics: How language shapes our ideas about race. Retrieved from https://ebookcentral.proquest.com
- Anzaldúa, G. (1987). Borderlands/la frontera: The new mestiza. San Francisco: Aunt Lute Books.
- Bakhtin, M. M. (1981). The dialogic imagination: Four essays (M. Holquist, Ed.; C. Emerson and M. Holquist, Trans.). Austin: University of Texas Press.
- Cochran-Smith, M. (2002). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education, 19(1), 5–28. doi:10.1016/S0742-051X(02)00091-4
- Daniels, J. R., & Varghese, M. (2020). Troubling practice: Exploring the relationship between Whiteness and practice-based teacher education in considering a raciolinguicized teacher subjectivity. Educational Researcher, 49(1), 56–63. https://doi.org/10.3102/0013189X19879450
- Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–172. doi:10.17763/0017-8055.85.2.149
- Goodwin, A. L., Cheruvu, R., Smith, L., Reed, R., Souto-Manning, M., Taveras, L., & Tan, M. Y. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284–302. doi:10.1177/0022487114535266
- Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334–346. doi:10.1080/13664530.2013.813766
- hooks. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
- Hsieh, B., & Nguyen, H. T. (2020). Coalitional resistance: Challenging racialized and gendered oppression in teacher education. Journal of Teacher Education. doi:10.1177/0022487120960371
- Jaggar, A. (1989). Love and knowledge: Emotion in feminist epistemology. Inquiry, 32(2), 151–176. doi:10.1080/00201748908602185
- Kapoor, I. (2004). Hyper-self-reflexive development? Spivak on representing the Third World ‘other.’ Third World Quarterly, 25(4), 624–647. doi:10.1080/01436590410001678898
- Keating, C. (2005). Building coalitional consciousness. NWSA Journal, 17(2), 86–103. doi:10.2979/NWS.2005.17.2.86
- Kubota, R., & Miller, E. R. (2017). Re-examining and re-envisioning criticality in language studies: Theories and praxis. Critical Inquiry in Language Studies, 14(2–3), 129–157. doi:10.1080/15427587.2017.1290500
- Martin, S. D., & Dismuke, S. (2015). Maneuvering together to develop new practices: Examining our collaborative processes. Studying Teacher Education, 11(1), 3–15. doi:10.1080/17425964.2014.1001356
- Matias, C. E. (2016). “Why do you make me hate myself?”: Re-teaching whiteness, abuse, and love in urban teacher education. Teaching Education, 27(2), 194–211. doi:10.1080/10476210.2015.1068749
- Morgan, B. (2016). Language teacher identity and the domestication of dissent: An exploratory account. TESOL Quarterly, 50(3), 708–734. doi:10.1002/tesq.316
- Motha, S., & Varghese, M. (2016). Rewriting dominant narratives of the academy: Women faculty of color and identity management. Race, Ethnicity and Education, 21(4), 503–517. doi:10.1080/13613324.2016.1248826
- Nagar, R. (2014). Muddying the waters: Co-authoring feminisms across scholarship and activism. Urbana, IL: University of Illinois Press.
- Philip, T. M., & Benin, S. Y. (2014). Programs of teacher education as mediators of White teacher identity. Teaching Education, 25(1), 1–23. doi:10.1080/10476210.2012.743985
- Rendón, L. I. (2009). Sentipensante (sensing/thinking) pedagogy: Educating for wholeness, social justice and liberation. Sterling, VA: Stylus Publishing.
- Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, (im), 1–27. doi:10.1017/S0047404517000562
- Sandoval, C. (2000). Methodology of the oppressed. Minneapolis: University of Minnesota Press.
- Snow, J. L., & Martin, S. M. (2014). Confessions of practice: Multidimensional interweavings of our work as teacher educators. The New Educator, 10(4), 331–353. doi:10.1080/1547688X.2014.965108
- Souto-Manning, M. (2019). Toward praxically-just transformations: Interrupting racism in teacher education. Journal of Education for Teaching, 45(1), 97–113. doi:10.1080/02607476.2019.1550608
- Souto-Manning, M., & Martell, J. (2019). Toward critically transformative possibilities: Considering tensions and undoing inequities in the spatialization of teacher education. Teachers College Record, 121(4), 1–42. Web. doi:10.1177/016146811912100603
- Stillman, J., & Anderson, L. (2014). Preparing the next generation of teacher educators. Teachers College Record. Retrieved from http://www.tcrecord.orgID,(17581)
- Tuck, E., & Yang, K. W. (2018). Toward what justice? Describing diverse dreams of justice in education. New York, NY: Routledge.
- Varghese, M., Daniels, J. R., & Park, C. C. (2019). Structuring disruption within university based teacher education programs : Possibilities and challenges of race-based caucuses. Teachers College Record, 121(4).
- Varghese, M., & Snyder, R. (2018). Language diversity and schooling. In J. Banks & C. Banks (Eds.), Multicultural Education: Issues and perspectives.