Understanding Practice and Intersectionality in Teacher Education in the Age of Diversity and Inequality

Artiles A. J. (2015). Beyond responsiveness to identity badges: Future research on culture in disability and implications for RTI. Educational Review, 67(1), 1—22.

Artiles A. J. , Dorn S. , & Bal A. (2016). Objects of protection, enduring nodes of difference: Disability intersections with “other” differences, 1916–2016. Review of Research in Education, 40, 777—820.

Clarke A. Y. , & McCall L. (2013). Intersectionality and social explanation in social science research. Du Bois Review, 10(2), 349—363.

Cole M. (2007). Phylogeny and cultural history in ontogeny. Journal of Physiology–Paris 101, 236—246.

Collins P. H. (2003). Some group matters: Intersectionality, Situated standpoints, and Black feminist thought. In Lott T. , & Pittman J. (Eds.), A companion to African- American philosophy (pp. 205—229). Oxford, UK: Blackwell.

Crenshaw K. (1991). Mapping the margins: Intersectionality, identity politics, & violence against women of color. Stanford Law Review, 43(6), 1241—1299.

Gallego M. A. , Cole M. and Laboratory of Comparative Human Cognition. (LCHC) (2001). Classroom cultures and cultures in the classroom. In Richardson V. (Ed.), Handbook of Research on Teaching (4th ed., pp. 951—997). Washington, DC: AERA.

Goodwin C. (1994). Professional vision. American Anthropologist, 96(3), 606—633.

Hall R. (2018). Learning from Chuck Goodwin. Journal of the Learning Sciences, 27, 666—671.

Hawkins B. , Pye A. , & Correia F. (2016). Boundary objects, power, and learning: The matter of developing sustainable practice in organizations. Management Learning, 48(3), 1—19.

Hoffman-Kipp P. , Artiles A. J. , & López-Torres L. (2003). Beyond reflection: Teacher learning as praxis. Theory into Practice, 42(3), 248—254.

Holland D. , Lachicotte W. Jr. , Skinner D. , & Cain C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.

Jornet A. , & Steier R. (2015). The matter of space: Bodily performances and the emergence of boundary objects during multidisciplinary design meetings. Mind, Culture and Activity, 22, 129—151.

Medin D. L. , & Bang M. (2014). The cultural side of science communication. PNAS, 1–6.

Philip T. (2019). Principled improvisation to support novice teacher learning. Teachers College Record, 121(6).

Star S. , & Griesemer J. (1989) Institutional ecology, ‘translations' and boundary objects: Amateurs and professionals in Berkeley's museum of vertebrate zoology, 1907–39. Social Studies of Science 19(3), 387—420.