A Call to Action for Teacher Preparation Programs: Supporting Critical Conversations and Democratic Action in Safe Learning Environments

Baker-Doyle K. (2011). The networked teacher: How new teachers build social networks for professional support. New York, NY: Teachers College Press.

Baker-Doyle K. (2017). Transformative teachers: Teacher leadership and learning in a connected world. Cambridge, MA: Harvard Education Press.

Baker-Doyle K. Petchauer E. (2015). Rumor has it: Investigating teacher licensure exam advice networks. Teacher Education Quarterly, 42(3), 3-32.

Bourdieu P. (2001). Masculine domination. Stanford, CA: Stanford University Press.

Cammarota J. Fine M. (Eds.). (2008). Revolutionizing education: Youth participatory action research in motion. New York, NY: Routledge.

Carter Andrews D. J. Richmond G. Floden R. (2018). Teacher education for critical democracy: Understanding our commitments as design challenges and opportunities. Journal of Teacher Education, 69(2), 114-117.

Fenwick T. Richards E. (2010). Actor-network theory in education. New York, NY: Routledge.

Freire P. (2000). Pedagogy of the oppressed, 30th anniversary edition. New York, NY: Bloomsbury.

Freire P. Freire A. M. A. de Oliveira W. (2014). Pedagogy of solidarity. New York, NY: Routledge.

Gaines R. Choi E. Williams K. Park J.H. Schallert D. L. Matar L. (2018). Exploring possible selves through sharing stories online: Case studies of preservice teachers in bilingual classrooms. Journal of Teacher Education, 69(3), 209-224. doi: 10.1177/0022487117714243

Gehlbach H. (2004a). A new perspective on perspective taking: A multidimensional approach to conceptualizing an aptitude. Educational Psychology Review, 16(3), 207-234.

Gehlbach H. (2004b). Social perspective taking: A facilitating aptitude for conflict resolution, historical empathy, and social studies achievement. Theory & Research in Social Education, 32(1), 39-55.

Gehlbach H. Brinkworth M. E. (2012). The social perspective taking process: Strategies and sources of evidence in taking another’s perspective. Teachers College Record, 114(1), 1-29.

Ginwright S. Noguera P. Cammarota J. (Eds.). (2006). Beyond resistance! Youth activism and community change: New democratic possibilities for practice and policy for America’s youth. New York, NY: Routledge.

Goldstein R. A. (2005). Symbolic and institutional violence and critical educational spaces: In the name of education. Journal of Peace Education, 2(1), 19-38.

Granovetter M. (1983). The strength of weak ties: A network theory revised. Sociological Theory, 1, 201-233.

Hess D. E. McAvoy P. (2015). The political classroom: Evidence and ethics in democratic education. New York, NY: Routledge.

Irizarry J. G. (2009). Reinvigorating multicultural education through youth participatory action research. Multicultural Perspectives, 11, 194-199.

Jaber L. Z. Southerland S. Dake F. (2018). Cultivating epistemic empathy in preservice teacher education. Teaching and Teacher Education, 72, 13-23.

Jones E. E. Nisbett R. E. (1971). The actor and the observer: Divergent perspectives of the causes of behavior. Morristown, NJ: General Learning Press.

McCarty N. M. Poole K. T. Rosenthal H. (2006). Polarized America: The dance of ideology and unequal riches. Cambridge: Massachusetts Institute of Technology Press.

McAllister G. Irvine J. J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs. Journal of Teacher Education, 53(5), 433-443.

McIntyre A. (2000). Constructing meaning about violence, school, and community: Participatory action research with urban youth. The Urban Review, 32(2), 123-154.

Mitra D. L. (2004). The significance of students: Can increasing “student voice” in schools lead to gains in youth development? Teachers College Record, 106(4), 651-688.

Noguera P. (2008). The trouble with Black boys: . . . And other reflections on race, equity, and the future of public education. San Francisco, CA: Jossey-Bass.

Reisman A. Kavanagh S.S. Monte-Sano C. Fogo B. McGrew S.C Cipparone P. Simmons E. (2018). Facilitating whole-class discussions in history: A framework for preparing teacher candidates. Journal of Teacher Education, 69(3), 278-293. doi: 10.1177/0022487117707463

Richmond G. (2015). Making sense of the interplay of context, identity, and agency in the development of beginning secondary science teachers in high-poverty schools. In Avraamidou L. (Ed.), Studying science teacher identity: Theoretical and methodological approaches (pp. 219-236). Rotterdam, The Netherlands: Sense Publishing.

Richmond G. Floden R. E. Bartell T. Petchauer E. (2017). Core teaching practices: Addressing both social justice and academic subject matter. Journal of Teacher Education, 68(5), 432-434.

Richmond G. Wray K. (2017, April). Teacher agency as a mediator for professional identity in secondary science teachers. Paper presented at annual meeting of the National Association for Research in Science Teaching, San Antonio, TX.

Rodriguez L. Brown T. (2009). From voice to agency: Guiding principles for participatory action research with youth. New Directions for Youth Development, 2009(123), 19-34.

Toshalis E. (2015). Make me! Understanding and engaging student resistance in school. Cambridge, MA: Harvard Education Press.

Warren C. A. (2013). The utility of empathy for White female teachers’ culturally responsive interactions with Black male students. Interdisciplinary Journal of Teaching and Learning, 3(3), 175-200.

Warren C. A. (2014a). Perspective divergence and the miseducation of Black boys . . . like me. Journal of African American Males in Education, 5(2), 134-149.

Warren C. A. (2014b). Towards a pedagogy for the application of empathy in culturally diverse classrooms. The Urban Review, 46(3), 395-419.

Warren C. A. (2018). Empathy, teacher dispositions, and preparation for culturally responsive pedagogy. Journal of Teacher Education, 69(2), 169-183.

Watson V. W. M. Marciano J. E. (2015). Examining a social-participatory youth co-researcher methodology: A cross-case analysis extending possibilities of literacy and research. Literacy, 49(1), 37-44.