AlberolaC. R.MolinaE. F. (2008). Continuity and change in the Spanish juvenile justice system. In Junger-TasJ.DeckerS. H. (Eds.), International handbook of juvenile justice (pp. 325–348). New York, NY: Springer.
3.
AndersonJ. (1988). The education of Blacks in the South, 1860–1935. Chapel Hill: University of North Carolina Press.
4.
Angel-AjaniA. (2005). Domestic enemies and carceral circles: African women and criminalization in Italy. In SudburysJ. (Ed.), Global lockdown: Race, gender, and the prison-industrial complex (pp. 3–18). New York, NY: Routledge.
5.
AppleM. W. (2001). Educating the “right” way: Markets, standards, god, and inequity. New York, NY: RoutledgeFalmer.
6.
AuW. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36, 258–267.
7.
BakhtinM. M. (1981). The dialogic imagination: Four essays by M. M. Bakhtin. Austin: University of Texas Press.
8.
BalfanzR.LegtersN. (2004). Which high schools produce the nations dropouts? Where are they located? Who attends them?Baltimore, MD: Center for Research on the Education of Students Placed At Risk. Retrieved from http://www.csos.jhu.edu/crespar/techReports/Report70.pdf
9.
BallA. (Ed.). (2006). With more deliberate speed: Achieving equity and excellence in education—realizing the full potential of Brown v. Board of Education. Malden, MA: Blackwell.
10.
BallA.LardnerT. (2005). African American literacies unleashed: Vernacular English and the composition classroom. Carbondale: Southern Illinois University Press.
11.
BallengerC. (1999). Teaching other people’s children: Literacy and learning in a bilingual classroom. New York, NY: Teachers College Press.
12.
BarrowR.MilburnG. (Eds.) (1990). A critical dictionary of educational concepts: An appraisal of selected ideas and issues in educational theory and practice (2nd ed.). New York: Harvester Wheatsheaf.
13.
BartonD.HamiltonM. (1998). Local literacies: Reading and writing in one community. London, England: Routledge.
14.
BellJ. (2000). Throwaway children: Conditions of confinement and incarceration. In PolokowV. (Ed.), The public assault on American’s children: Poverty, violence and juvenile injustice (pp. 157–187). New York, NY: Teachers College Press.
15.
BereiterC. (1980). Development in writing. In GreggL. W.SteinbergE. R. (Eds.), Cognitive processes in writing (pp. 73–93). Hillsdale, NJ: Erlbaum.
16.
BlackmonD. A. (2008). Slavery by another name: The re-enslavement of Black-Americans from the Civil War to World War II. New York, NY: Double Day.
17.
BloomB. S. (Ed.). (1956). Taxonomy of educational objectives, the classification of educational goals—Handbook I: Cognitive domain. New York, NY: McKay.
18.
Chesney-LindM. (1997). The female offender: Girls, women, and crime. Thousand Oaks, CA: Sage.
CopeB.KalantzisM. (2000). Multiliteracies: Literacy learning and the design of social futures. London, England: Routledge.
22.
Darling-HammondL. (1997). The right to learn: A blueprint for creating schools that work. San Francisco, CA: Jossey-Bass.
23.
Darling-HammondL. (2006). Securing the right to learn: Policy and practice for powerful teaching and learning. Educational Researcher, 35(7), 13–24.
24.
DelpitL. (1995). Other people’s children: Cultural conflict in the classroom. New York, NY: The New Press.
25.
DixsonA. (2008). “Taming the beast”: Race, discourse, and identity in a middle school classroom. In GreeneS. (Ed.), Literacy as a civil right: Reclaiming social justice in literacy teaching and learning (pp. 125–147). New York, NY: Peter Lang.
26.
DohrnB. (2000). Look out kid, it’s something you did: The criminalization of children. In Polakow’sV. (Ed.), The public assault on American’s children: Poverty, violence and juvenile injustice (pp. 157–187). New York, NY: Teachers College Press.
DuncanG. A. (2000). Urban pedagogies and the celling of adolescents of color. Social Justice, 27, 29–42.
29.
DuncanG. A. (2009, April). Toward the abolition of the school-to-prison pipeline. Paper presented at the American Educational Research Association annual meeting, San Diego.
30.
DysonA. H. (1993). Social worlds of children learning to write in an urban primary school. New York, NY: Teachers College Press.
31.
EngëstromY. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit Oy.
32.
FechoB.SkinnerS. (2008). For what it’s worth: Civil rights and the price of literacy. In GreeneS. (Ed.), Literacy as a civil right: Reclaiming social justice in literacy teaching and learning (pp. 87–106). New York, NY: Peter Lang.
33.
FineM.McClellandS. I. (2006). Sexuality and desire: Still missing after all these years. Harvard Educational Review, 76, 297–338.
34.
FineM.RuglisJ. (2009). Circuits and consequences of dispossession: The racialized realignment of the public sphere for U.S. youth. Transforming Anthropology, 17, 20–33.
35.
FisherM. T. (2005a). Literocracy: Liberating language and creating possibilities. English Education, 37, 92–95.
36.
FisherM. T. (2005b). From the coffee house to the school house: The promise and potential of spoken word poetry in school contexts. English Education, 37, 115–131.
37.
FisherM. T. (2007). Writing in rhythm: Spoken word poetry in urban classrooms. New York, NY: Teachers College Press.
38.
FisherM. T. (2008). Catching butterflies. English Education, 40, 94–100.
39.
FisherM. T. (2009). Black literate lives: Historical and contemporary perspectives. New York, NY: Routledge.
40.
FisherM. T.PurcellS. S.MayR. (2009). Process, product, and playmaking. English Education, 41, 337–355.
41.
FreireP.MacedoD. (1987). Literacy: Reading the word and the world. Westport, CT: Bergin & Garvey.
42.
GadsdenV.JacobsC.BickerstaffS.ParkJ.KaneS. (2008, March). Health and education: Addressing risk and community health disparities through interdisciplinarity. Paper presented at the American Educational Researchers Association Annual Meeting, New York, NY.
43.
GallagherK. (2007). The theatre of urban: Youth and schooling in dangerous times. Toronto, Ontario, Canada: University of Toronto Press.
44.
GillbornD.YoudellD. (2000). Rationing education: Policy, practice, reform, and equity. Philadelphia, PA: Open University Press.
45.
GilliamW. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. New Haven, CT: Yale University Child Study Center.
46.
GilliamW. S.ShaharG. (2006). Preschool and child care expulsion and suspension: Rates and predictors in one state. Infants & Young Children, 19, 228–245.
47.
GinwrightS. (2010). Black youth rising: Activism and radical healing in urban America. New York, NY: Teachers College Press.
48.
GirouxH. A. (1987). Introduction: Literacy and the pedagogy of political empowerment. In FreireP.MacedoD. (Eds.), Literacy: Reading the word and the world (pp. 1–29). Westport, CT: Bergin & Garvey.
49.
GoodC. V.MerkelW. R. (Eds.). (1973). Literacy. Dictionary of education. New York, NY: McGraw-Hill.
50.
GoodyJ.WattI. (1963). The consequences of literacy. Comparative Studies in Society and History, 5, 304–345.
51.
GordonE.StovallD. (2009, November). Curriculum-based publication projects. Why? How? What?Paper presented at the National Council of Teachers of English Annual Convention, Philadelphia, PA.
52.
GreeneJ. C. (1994) Misperspectives on literacy: A critique of an anglocentric bias in histories of American literacy. Written Communication, 11, 251–269.
53.
GreeneS. (2008). Introduction. In GreeneS. (Ed.), Literacy as a civil right: Reclaiming social justice in literacy teaching and learning (pp. 1–25). New York, NY: Peter Lang.
54.
GreeneS.Abt-PerkinsD. (2003). How can literacy research contribute to racial understanding? In GreeneS.Abt-PerkinsD. (Eds.), Making race visible: Literacy research for cultural understanding (pp. 1–31). New York, NY: Teachers College Press.
55.
GregoryA.SkibaR. J.NogueraP. A. (2010). The achievement gap and discipline gap: Two sides of the same coin. Educational Researcher, 39, 59–68.
56.
GutiérrezK. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43, 148–164.
57.
GutiérrezK. D.AliA.HenríquezC. (2010). Syncretism and hybridity: Schooling, language, and race and students from non-dominant communities. In AppleM. W.BallS. J.GandinsL. A. (Eds.), The Routledge international Handbook of the sociology of education (pp. 358–369). New York, NY: Routledge.
58.
GutiérrezK. D.Baquedano-LopezP.TejadaC. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6, 286–303.
59.
GutiérrezK. D.RymesB.LarsonJ. (1995). Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 65, 445–471.
60.
GutiérrezK. D.VossoughiS. (2010). Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education, 61, 100–117.
61.
HaradaV. H.KirioC.YamamotoS. (2008). Project-based learning: rigor and relevance in high schools. Library Media Connection, 26, 14–18.
62.
HeathS. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, England: Cambridge University Press.
63.
Horizon Academy Students (2006). Killing the sky: Oral histories from Horizon Academy, Rikers Island (Vol. 2). New York, NY: Student Press Initiative at Teachers College.
64.
JordanJ. (1989). Moving towards home: Political essays. London, England: Virago.
65.
KinaR. (2005). Through the eyes of a strong black woman survivor of domestic violence: An Australian story. In SudburyJ. (Ed.), Global lockdown: Race, gender, and the prison-industrial complex (pp. 67–72). New York, NY: Routledge.
66.
KinlochV. F. (2005). Revisiting the promise of students’ rights to their own language: Pedagogical strategies. College Composition and Communication, 57, 83–113.
67.
KinlochV. F. (2009). Harlem on our minds: Place, race, and the literacies of urban youth. New York, NY: Teachers College Press.
68.
KinlochV. F. (2010). To not be a traitor of Black English: Youth perceptions of language rights in an urban context. Teachers College Record, 112, 103–141.
69.
KozolJ. (1991). Savage inequalities. New York, NY: Crown.
70.
KozolJ. (2005). The shame of a nation. New York, NY: Crown.
71.
Ladson-BillingsG. (2005). Literacy practices in diverse classroom contexts. In McCarthyT. L. (Ed.), Language, literacy, and power in schooling (pp. 127–133). Mahwah, NJ: Erlbaum.
72.
Ladson-BillingsG. (2006). 2006 Presidential address: From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12.
73.
Ladson-BillingsG. (2009a). Just what is critical race theory and what’s it doing in a nice field like education? In TaylorE.GillbornD.Ladson-BillingsG. (Eds.), Foundations of critical race theory in education (pp. 17–37). New York, NY: Routledge.
74.
Ladson-BillingsG. (2009b). The dreamkeepers: Successful teachers of African American children (2nd ed.). San Francisco, CA: Jossey-Bass.
75.
LarsonJ. (2003). Negotiating race in classroom research: Tensions and possibilities. In GreeneS.Abt-PerkinsD. (Eds.), Making race visible: Literacy research for cultural understanding (pp. 89–106). New York, NY: Teachers College Press.
76.
LeeC. D. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal, 38, 97–141.
77.
LeeC. D. (2006). Every good-bye ain’t gone: Analyzing the cultural underpinnings of classroom talk. International Journal of Qualitative Studies in Education, 19, 305–327.
78.
LeeC. D. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. New York, NY: Teachers College Press.
79.
LewisA. (2008). Even sweet, gentle Larry? The continuing significance of race in education. In GreenS. (Ed.), Literacy as a civil right: Reclaiming social justice in literacy in literacy teaching and learning (pp. 69–86). New York: Peter Lang.
80.
LiG. (2008). Culturally contested literacies: America’s “rainbow underclass” and urban schools. New York, NY: Routledge.
81.
LipmanP. (2008). Education policy, race, and neoliberal urbanism. In GreeneS. (Ed.), Literacy as a civil right: Reclaiming social justice in literacy teaching and learning (pp. 125–147). New York, NY: Peter Lang.
82.
LunsfordA.MoglenH.SlevinJ. (Eds.). (1990). The right to literacy. New York, NY: Modern Language Association of America.
83.
MahiriJ. (2000/2001). Pop culture pedagogy in the end(s) of school. Journal of Adolescent & Adult Literacy, 44, 382–386.
84.
McCartyT. L. (Ed.). (2005). Language, literacy, and power in schooling. Mahwah, NJ: Erlbaum.
85.
McCartyT. L.Romero-LittleM. E.ZepedaO. (2006). Native American youth discourses on language shift and retention: Ideological cross-currents and their implications for language planning. International Journal of Bilingual Education and Bilingualism, 9, 659–677.
86.
McGrewK. (2008). Education’s prisoners: Schooling, the political economy, and the prison industrial complex. New York, NY: Peter Lang.
87.
McHenryE.HeathS. B. (1994). The literate and the literary: African Americans as writers and readers—1830-1940. Written Communication, 11, 419–444.
88.
MeinersE. R. (2007). Right to be hostile: Schools, prisons, and the making of public enemies. New York, NY: Routledge.
89.
MintropH.SundermanG. L. (2009). Predictable failure of federal sanctions-driven accountability for school improvement—and why we may retain it anyway. Educational Researcher, 38, 353–364.
90.
MorrellE. (2008). Critical literacy and urban youth: Pedagogies of access, dissent, and liberation. New York, NY: Routledge.
91.
MosesR. P.CobbC. E. (2001). Radical equations: Civil rights from Mississippi to the Algebra Project. Boston, MA: Beacon Press.
92.
MuncieJ. (2005). The globalization of crime control—the case of juvenile justice: Neo-liberalism, policy convergence and international conventions. Theoretical Criminology, 9, 35–64.
93.
NasirN. S.HandV.M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76, 449–475.
NicholasS. (2005). Negotiating for the Hopi way of life through literacy and schooling. In McCartyT. L. (Ed.), Language, literacy, and power in schooling (pp. 29–46). Mahwah, NJ: Erlbaum.
96.
NogueraP. A. (2003a). City schools and the American dream: Reclaiming the promise of public education. New York, NY: Teachers College Press.
97.
NogueraP. A. (2003b). Schools, prisons, and social implications of punishment: Rethinking discipline practices. Theory Into Practice, 42, 341–350.
98.
OlsonD. (1977). From utterance to text: The bias of language in speech and writing. Harvard Education Review, 47, 257–281.
99.
OngW. J. (1982). Orality and literacy: The technologizing of the word. London, England: Routledge.
100.
PaleyV. (1979). White teacher. Cambridge, MA: Harvard University Press.
101.
ParentiC. (2008). Lockdown America: Police and prisons in the age of crisis. London, England: Verso.
102.
Pew Center on the States. (2008). One in 100 behind bars in America 2008. Washington, DC: Pew Charitable Trusts.
103.
PlautS. (Ed.). (2009). The right to literacy in secondary schools: Creating a culture of thinking. New York, NY: Teachers College Press.
104.
Poe-YamagataE.JonesM. A. (2000). And justice for some: Differential treatment of minority youth in the justice system. Washington, DC: Building Blocks for Youth.
105.
PolakowV. (Ed.). (2000). The public assault on American’s children: Poverty, violence and juvenile injustice. New York, NY: Teachers College Press.
106.
RappingE. (2003). Law and justice as seen on TV. New York, NY: New York University Press.
107.
RichieB. (1996). Compelled to crime: The gender entrapment of battered black women. New York, NY: Routledge.
108.
RichieB. (2005). Queering antiprison work: African American lesbians in the juvenile justice system. In SudburyJ.(Ed.), Global lockdown: Race, gender, and the prison-industrial complex (pp. 73–85). New York, NY: Routledge.
109.
RickfordJ. R.RickfordR. J. (2000). Spoken soul: The story of Black English. New York, NY: John Wiley.
ScribnerS.ColeM. (2001). Unpackaging literacy. In CushmanE.KintgenE. R.KrollB. M.RoseM. (Eds.), Literacy: A critical sourcebook (pp. 123–137). Boston, MA: Bedford/St. Martin’s.
112.
Siddle WalkerV. (1996). Their highest potential: An African American school community in the segregated south. Chapel Hill: University of North Carolina Press.
113.
SimkinsS. B.HirschA. E.HorvatE. M.MossM.B. (2004, Winter). The school to prison pipeline for girls: The role of physical and sexual abuse. Children’s Legal Rights Journal, 24, 56–72.
114.
SmithermanG. (1986). Talkin’ and testifyin’: The language of Black America. Boston, MA: Houghton Mifflin.
115.
SmithermanG. (1999). Language and culture. In SmithermanG. (Ed.), Talkin that talk: Language, culture, and education in African America (pp. 11–15). London, England: Routledge.
116.
StreetB.V. (1984). Literacy in theory and practice. Cambridge, England: Cambridge University Press.
117.
SudburyJ. (2005). Introduction: Feminist critiques, transnational landscapes, abolitionist visions. In SudburyJ. (Ed.), Global lockdown: Race, gender, and the prison-industrial complex (pp. xi–xxviii). New York, NY: Routledge.
118.
SzwedJ. F. (1981). The ethnography of literacy. In WhitemanM. F. (Ed.), Writing: The nature, development, and teaching of written communication (pp. 13–23). Mahwah, NJ: Erlbaum.
119.
TerrioS. (2009). Judging Mohammed: Juvenile delinquency, immigration, and exclusion at the Paris Palace of Justice. Palo Alto, CA: Stanford University Press.
120.
UNESCO Education Sector. (2004). The plurality of literacy and its implications for policy and programmes. Paris, France: Author.
121.
VannemanA.HamiltonL.Baldwin AndersonJ.RahmanT. (2009). Achievement gaps: How Black and White students in public schools perform in mathematics and reading on the National Assessment of Educational Progress (NCES 2009-455). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
122.
WinnM. T. (2010). Our side of the story: Moving incarcerated youth voices from margins to center. Race, Ethnicity, and Education, 13, 313–325.
123.
WinnM. T. (in press). Betwixt and between: Literacy, liminality, and the celling of Black girls. Race, Ethnicity, and Education.
124.
WinnM. T.UbilesJ. R. (in press). Worthy witnessing: Collaborative research in urban classrooms. In BallA.TysonC. (Eds.), Studying diversity in teacher education. Washington, DC: American Educational Research Association.
125.
WyvekensA. (2008). The French juvenile justice system. In Junger-TasJ.DeckerS. H. (Eds.), International handbook of juvenile justice (pp. 173–186). New York, NY: Springer.
126.
YangW.K. (2009, September). Discipline or punish? Some suggestions for school policy and teacher practice. Language Arts, 87, 49–61.