Book Review: Born out of struggle: Critical race theory,school creation,and the politics of interruption

Aggarwal U. Mayorga E. Nevel D. (2012). Slow violence and neoliberal education reform: Reflections on a school closure. Peace and Conflict: Journal of Peace Psychology, 18, 156-164.

Apple M. W. Ball S. J. Gandin L. A. (2009). Mapping the sociology of education: Social context, power, and knowledge. In Apple M. W. Ball S. J. Gandin L. A. (Eds.), The Routledge international handbook of the sociology of education (pp. 1-12). New York, NY: Routledge.

Bernal D. D. Aleman E. Jr. (2017). Transforming educational pathways for Chicana/o students: A critical race feminista praxis. New York, NY: Teachers College Press.

Ellison J. Eatman T. K. (2008). Scholarship in public: Knowledge creation and tenure policy in the engaged university (Imagining America, Paper No. 16). Retrieved from http://surface.syr.edu/ia/16

Ginwright S. A. (2010). Black youth rising: Activism and radical healing in urban America. New York, NY: Teachers College Press.

Green T. (2017). “We felt they took the heart out of the community”: Examining a community-based response to urban school closure. Education Policy Analysis Archives, 25 (21), 1-30.

Horton M. Freire P. (1990). We make the road by walking: Conversations on education and social change. Philadelphia, PA: Temple University Press.

Koyama J. P. (2010). Making failure pay: For-profit tutoring, high-stakes testing, and public schools. Chicago, IL: The University of Chicago Press.

Labaree D. (2011). Someone has to fail: The zero-sum game of public schooling. Cambridge, MA: Harvard University Press.

Merry M. S. New W. S. (2017). Is the liberal defense of public schools a fantasy? Critical Studies in Education, 58, 373-389. doi:10.1080/17508487.2016.1154583

Metz M. H. (1990). Real school: A universal drama amid disparate experience. In Mitchell D. E. Goertz M. E. (Eds.), Education politics for the new century (pp. 75-91). New York, NY: Falmer.

Nixon R. (2011). Slow violence and the environmentalism of the poor. Cambridge, MA: Harvard University Press.

Nygreen K. (2017). Negotiating tensions: Grassroots organizing, school reform, and the paradox of neoliberal democracy. Anthropology & Education Quarterly, 48, 42-60.

Scheurich J. J. Bonds V. L. Phelps-Moultrie J. A. Currie B. J. Crayton T. A. Elfreich A. M. . . . Williams N. A. (2017). An initial exploration of a community-based framework for educational equity with explicated exemplars. Race Ethnicity and Education, 20, 508-526.

Smith L. T. (2012). Decolonizing methodologies: Research and indigenous peoples. New York, NY: Zed Books.

Tyack D. Cuban L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press.

Tyack D. Tobin W. (1994). The “grammar” of schooling: Why has it been so hard to change? American Educational Research Journal, 31, 453-479.

Varenne H. McDermott R. (1999). Successful failure: The school America builds. Boulder, CO: Westview Press.

Velazquez M. (2017). Primero Madres: Love and mothering in the educational lives of Latina/os. Gender and Education, 29, 508-524.

Welton A. D. Freelon R. (2018). Community organizing as educational leadership: Lessons from Chicago on the politics of racial justice. Journal of Research on Leadership Education, 13, 79-104. doi:10.1177/1942775117744193

Yamamoto E. K. (1997). Critical race praxis: Race theory and political lawyering practice in post-civil rights America. Michigan Law Review, 95, 821-900.