BOOK CLUB SELECTIONS AND PROCEDURES

During the semester, you and a set of classmates totalling no more than 4 students per group will meet to discuss three books. You may select them from the Menu of Readings for Book Clubs. The total number of pages in the books you select must exceed 500 pages. These discussions will allow you to talk about the issues in the books in relation to your experiences as a tutor. This page includes information about the following topics:

Ideas for Running Successful Book Clubs
Menu of Readings for Book Clubs
Book Club Links
Links and Additional Reading Lists  

Ideas for Running Successful Book Clubs

The reading of books for the class will take place in book clubs--small groups of readers who meet regularly to discuss books on their own terms and according to their own processes and preferences. From the Menu of Readings for Book Clubs below, you and your book club partners will select three books to read over the course of the semester. You will have an opportunity to preview the entire set of books before making your selections. It is perfectly fine for more than one group to read the same book.

I strongly recommend that you choose books that are relevant to your tutoring situation. If a particular race or cultural group is represented at your tutoring site, you might benefit from reading about that group to enhance your understanding of your experiences this semester.

Once you have selected your three books, work out a schedule for discussing them. Roughly speaking, you should pick one book for August/September, one for October, and one for November/December. The general process for each book will be to have small group discussions for 2-3 sessions, and then to make a presentation to the whole group in a separate session on what you have learned through your reading and discussion in conjunction with your tutoring. Consult the Class and Site Visit Schedule to see the schedule I have set up for your discussions and presentations.

Your book club should include people with whom you share interests. You do not need to be tutoring at the same site but should have some common ground for your discussion based on your tutoring experiences. And so, people might cluster together based on their shared interest in middle school students, in Latin@ culture, in working class students, or other characteristics. I expect your Book Club discussions to be wide-ranging and provocative, while of course staying on topic for the most part. Ultimately, for your Course Project you will need to synthesize ideas from your reading with insights on your tutoring experiences, so the book club discussions should provide the immediate benefit of helping you to make sense of your experience and the long-range benefit of helping you to prepare for your Course Project. Some book clubs have no rules, while others are highly structured. You should select a format that works well for your configuration of readers. The Book Club Links below provide a number of ideas on how to structure your discussions. However you structure your meetings, however, you should choose a procedure that gets you quickly into the ideas from the readings and uses them to gain insight into your tutoring experiences.

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Menu of Readings for Book Clubs

The following books concern issues of culture that have an impact on students' learning in school. Select any three from this list for your book club discussions. I realize that some of these books could easily be listed in multiple categories, so don't regard these distinctions as hard and fast. The Index that follows will take you to the categories of texts available for reading. Note that the last category, Books about Book Clubs, is not available for reading for this class. Rather, these books are included in case you are interested in using book clubs in your own teaching and want to learn how to conduct them from the experts.

An asterisk (*) indicates that the author is a UGA faculty member.
Two asterisks (**) indicates that the author is a graduate of a UGA undergraduate or graduate program.

INDEX
ASSESSMENT
BULLYING
EXTRANORMALITY
FAMILIES
GENDER
IMMIGRATION, ENGLISH LANGUAGE LEARNERS, & BILINGUAL ISSUES
MULTICULTURAL EDUCATION/CULTURAL DIVERSITY
RACE AND CULTURE: AFRICAN AMERICAN
RACE AND CULTURE: ASIAN AMERICAN
RACE AND CULTURE: LATIN@, HISPANIC, & CHICANO
RACE AND CULTURE: NATIVE AMERICAN
RACE AND CULTURE: WHITENESS
RACE AND CULTURE: GENERAL/OTHER
SOCIOECONOMIC STATUS (SES) AND SOCIAL CLASS, & POVERTY
TRACKING
URBAN EDUCATION
YOUTH, HOME, AND COMMUNITY CULTURE
BOOKS ABOUT BOOK CLUBS

ASSESSMENT
Berliner, D. C., & Biddle, B. J. (1996). The manufactured crisis: Myths, fraud, and the attack on America's public schools. New York: Basic Books. Published review
Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Authentic assessment in action: Studies of schools and students at work. New York: Teachers College Press.
Lemann, N. (1999). The big test: The secret history of the American meritocracy. New York: Farrar, Straus, Giroux.

McDermott, K. A. (2011). High-stakes reform: The politics of educational accountability. Washington, D.C.: Georgetown University Press. Published review
Pope, D. C. (2001). "Doing school": How we are creating a generation of stressed out, materialistic, and miseducated students. New Haven, CT: Yale University Press. Published review
Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New York: Basic Books. Published review
Taubman, P. M. (2009). Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York: Routledge.
Willingham, D. (2009). Why don't students like school? San Francisco, CA: John Wiley & Sons, Inc. Student review

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BULLYING
DeWitt, P. (2012). Dignity for all: Safeguarding LGBT students. Thousand Oaks, CA: Corwin.Greenbaum, S., Turner, B., & Stephens, R.D. (1988). Set straight on bullies. Malibu, CA: Pepperdine University Press.
Goodstein, Phyllis Kaufman. (2013) How to Stop Bullying in Classrooms and Schools: Use Social Architecture to Prevent, Lessen and End Bullying. New York: Routledge. Reviewed by Thomas J. Doyle, National University. Review
Klein, J. (2012). The bully society: School shootings and the crisis of bullying in America’s schools. New York: NYU Press.
Miller, s., Burns, L., & **Johnson, T.S. (2013). Generation BULLIED 2.0: Prevention and intervention strategies for our most vulnerable students. New York: Peter Lang. Review
Orpinas, P., & *Horne, A. M. (2006). Bullying prevention: Creating a positive school climate and developing social competence. Washington, DC: American Psychological Association.
Smith, P. K., & Sharp, S. (1994). School bullying: Insights and perspectives. New York: Routledge.
Trolley, B. C., & Hanel, C. (2010). Cyber kids, cyber bullying, cyber balance. Thousand Oaks, CA: Corwin. Published review

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EXTRANORMALITY
Baron-Cohen, S. (2008). Autism and Asperger Syndrome: The facts. Oxford University Press.
Baron-Cohen, S. (2011). Zero degrees of empathy. New York: Penguin.

Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D.J. (Eds.) (2007). Understanding other minds: Perspectives from developmental cognitive neuroscience (2nd Ed.). New York: Oxford University Press.
Davis, L. (2008). Obsession: A history. Chicago: University of Chicago Press.
Deisinger, J. A., Burkhardt, S., Wahlberg,T. J., Rotatori, A. F., & Obiakor, F. E. (Editors) (2012). Autism spectrum disorders: Inclusive community for the 21st century. Charlotte, NC: Information Age Publishing.
Hadwin, J., Howlin, P., & Baron-Cohen, S. (2008). Teaching children with autism to mindread: A handbook. Washington, DC: Wiley.
Heuer, C. J. (2007). BUG: Deaf identity and internal revolution. Washington, D.C.: Gallaudet University Press. Student review
Higashida, N. (2013). The reason I jump: The inner voice of a thirteen-year-old boy with autism. (K. A. Yoshida & D. Mitchell, Trans.). New York: Random House.
James, I. (2005). Asperger's syndrome and high achievement: Some very remarkable people. Philadelphia: Jessica Kingsley Publishers.
Jamison, K. R. (1999). Night falls fast: Understanding suicide (1st ed.). New York: Knopf.
Kennedy, D. M., & Banks, R. S. (2011). Bright not broken: Gifted kids, ADHD, and autism. San Francisco: Jossey-Bass. Published review
Kluth, P. (2010) "You're going to love this kid!" Teaching students with autism in the inclusive classroom. Baltimore, MD: Paul H. Brookes Publishing Company. Published review
Leach, D. (2010). Bringing ABA into your inclusive classroom: A guide to improving outcomes for students with autism spectrum disorders. Baltimore, MD: Paul H. Brookes Publishing. Published review
Mooney, J. (2007). The short bus: A journey beyond normal. New York: Henry Holt and Company.
Ortiz, J. M. (2008). The myriad gifts of Asperger's syndrome. Philadelphia: Jessica Kingsley Publishers.
Page, T. (2009). Parallel play: Growing up with undiagnosed Asperger's. New York: Doubleday.
Pearson, P. (2009). A brief history of anxiety...yours and mine. New York: Bloomsbury USA.
Saks, E. R. (1999). Interpreting interpretation: The limits of hermeneutic psychoanalysis. New Haven, CT: Yale University Press.
Saks, E. R. (2002). Refusing care: Forced treatment and the rights of the mentally ill. Chicago: University of Chicago Press.
Saks, E. R. (2007). The center cannot hold: My journey through madness. New York: Hyperion.
Stossel, S. (2014). My age of anxiety: Fear, hope, dread, and the search for peace of mind. New York: Knopf.
Tammet, D. (2007). Born on a blue day: Inside the extraordinary mind of an autistic savant. New York: The Free Press.
Thomas, M. D., & Campbell, C. A. (2008). Special ed is down the hall: Disabled & proud. Bloomington, IN: iUniverse, Inc.
Valente, J. M. (2011). d/Deaf and d/Dumb: A portrait of a deaf kid as a young super-hero. New York: Peter Lang.
Volkmar, F. R., & Wiesner, L. A. (2009) A practical guide to autism: What every parent, family member, and teacher needs to know. Hoboken, NJ: John Wiley & Sons, Inc. Published review
Wilson, E. G. (2009). Against happiness: In praise of melancholy. New York: Sarah Crichton Books.

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FAMILIES
Cigoli, V., & Scabini, E. (2005). Family identity: Ties, symbols, and transitions. Mahwah, NJ: Erlbaum.
Compton-Lilly, C. (2003). Reading families: The literate lives of urban children. New York: Teachers College Press.
Compton-Lilly, C. (2007). Re-reading families: The literate lives of urban children four years later. New York: Teachers College Press.
Coontz, S. (1992). The way we never were: American families and the nostalgia trap. New York: Harper Collins. Student Review
Hill, N. E., & Chao, R. K. (Eds.) (2009). Families, schools, and the adolescent: Connecting research, policy, and practice. New York: Teachers College Press.
Kabuto, B., & Martens, P. (Eds.) (2014). Linking families, learning, and schooling: Parent-researcher perspectives. New York: Routledge.
Kreider, H., Caspe, M., & Hiatt-Michael, D. (Eds.) (2014). Promising practices for engaging families in literacy. Charlotte, NC: Information Age Publishing.
Leeds-Hurtwitz, W. (Ed.). (2005). From generation to generation: Maintaining cultural identity over time. Cresskill, NJ: Hampton Press.
Marsh, M. M., & Turner-Vorbeck, T. (2009). (Mis)understanding families: Learning from real families in our schools. New York: Teachers College Press.
Streib, L. M. (2010). Inviting families into the classroom: Learning from a life of teaching. New York: Teachers College Press.
Tannen, D., Kendall, S., & Gordon, C. (2007). Family talk: Discourse and identity in four American families. New York: Oxford University Press.
Taylor, D., & Dorsey-Gaines, C. (1988). Growing up literate: Learning from inner-city families. Portsmouth, NH: Heinemann.
Turner-Vorbeck, T., & Marsh, M. M. (2007). Other kinds of families: Embracing diversity in schools. New York: Teachers College Press.

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GENDER
Baron-Cohen, S. (2003). The essential difference: Men, women and the extreme male brain. New York: Penguin/Basic Books.
Bausch, L. S. (2014). Boys will be boys? Bridging the great gendered literacy divide. Boston: Sense.
Bettis, P., & Adams, N. (2005). Geographies of girlhood: Identities in-between: Inquiry and pedagogy across diverse contexts. Mahwah, NJ: Erlbaum.
Blackford, H. V. (2004). Out of this world: Why literature matters to girls. New York: Teachers College Press.
Bryceson, D. F., Okely, J., & Webber, J. (Eds.) (2007). Identity and networks: Fashioning gender and ethnicity across cultures. New York: Berghahn Books.
Crabtree, R. D., Sapp, D. A., & Licona, A. C. (Eds.) (2009). Feminist pedagogy: Looking back to move forward. Baltimore: The Johns Hopkins University Press. Published review
Delgado Bernal, D., Elenes, C. A., Godinez, F., & Villenas, S. (Eds.) (2006). Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology. Albany, NY: State University of New York Press. Published review
DiPrete, T. A., & Buchmann, C. (2013).The rise of women: The growing gender gap in education and what it means for American schools. New York: Russell Sage Foundation. Review
Driver, S. (Ed.). (2008). Queer youth cultures. Albany, NY: SUNY Press.
Endo, H., & Miller, P. C. (Eds.) (2014). Queer voices from the classroom. Charlotte, NC: Information Age Publishing.
Finders, M. (1997). Just girls: Hidden literacies and life in junior high. New York: Teachers College Press.
Gerson, K. (2011). The unfinished revolution: Coming of age in a new era of gender, work, and family. New York: Oxford University Press.
Gutiérrez, L. G. (2011). Performing Mexicanidad: Vendidas y Cabareteras on the transnational stage. Austin: University of Texas Press.
Guzzetti, B., & Bean, T. (2013) Adolescent literacies and the gendered self: (Re)constructing identities through multimodal literacy practices. NY: Routledge. Published review
*Jones, S. (2006). Girls, social class, and literacy: What teachers can do to make a difference. Portsmouth, NH: Heinemann.
López, N. (2003). Hopeful girls, troubled boys: Race and gender disparity in urban education. New York: Rutledge.
Lotz, A. D. (2006). Redesigning women: Television after the network era. Urbana, IL: University of Illinois Press.
Ma’ayan, H. D. (2012). Reading girls: The lives and literacies of adolescents. New York: Teachers College Press. Published review
MacNamara, J. R. (2006). Media and male identity: The making and remaking of men. New York: Palgrave Macmillan.
Newkirk, T. (2002). Misreading masculinity: Boys, literacy, and popular culture. Portsmouth, NH: Heinemann.
Seidler, V. J. (2006). Young men and masculinities: Global cultures and intimate lives. New York: Palgrave Macmillan.
Sheridan-Rabideau, M. P. (2008). Girls, feminism, and grassroots literacies: Activism in the GirlZone. Albany, NY: SUNY Press.
Smith, M. W., & Wilhelm, J. D. (2002). "Reading don't fix no Chevys": Literacy in the lives of young men. Portsmouth, NH: Heinemann.
Spurlin, W. J. (Ed.) (2000). Lesbian and gay studies and the teaching of English: Positions, pedagogies, and cultural politics. Urbana, IL: National Council of Teachers of English.
Steiner-Adair, C., & Sjostrom, L. (2006). Full of ourselves: A wellness program to advance girl power, health, and leadership. New York: Teachers College Press.
Taylor, J. M., Gilligan, C., & Sullivan, A. M. (1995). Between voice and silence: Women and girls, race and relationship. Cambridge, MA: Harvard University Press. Student review
Thune, E., Leonardi, S., Bazzanella, C. (Eds.) (2006). Gender, language and new literacy. New York: Continuum International Publishing.
Trier-Bieniek, A., & Leavy, P. (Eds.) (2014). Gender & pop culture: A text-reader. Boston: Sense.
Way, N., & Chu, J. Y. (Eds.) (2004). Adolescent boys: Exploring diverse cultures of boyhood. New York: New York University Press.
Woodward, K. (2004). Questioning identity: Gender, class, ethnicity. Philadelphia: Taylor & Francis.
Weis, L., & Fine, M. (Eds.) (2000). Construction sites: Excavating race, class, gender & sexuality in spaces for and by youth. New York: Teachers College Press.
Weis, L., & Fine, M. (2005). Beyond silenced voices: Class, race, and gender in United States schools (2nd Ed.). Albany: SUNY Press.
Published review
Whitlock, R. U. (2014). Queer south rising: Voices of a contested place. Charlotte, NC: Information Age Publishing.

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IMMIGRATION, ENGLISH LANGUAGE LEARNERS, & BILINGUAL ISSUES
Alba, R. D., & Nee, V. (2003). Remaking the American mainstream: Assimilation and contemporary immigration. Cambridge, MA: Harvard University Press.
Anderson, K. S. (2009). War or common cause: A critical ethnography of language education policy, race and cultural citizenship. Charlotte, NC:
Information Age Publishing. Published review
Artiles, A. J., & Ortiz, A. (Eds) (2002). English Language Learners with special needs: Identification, placement, and instruction. Washington D.C.: Center for Applied Linguistics.
Baker, C. (1993). Foundations of bilingual education and bilingualism. Bristol, PA: Multilingual Matters Limited.
Ballenger, C. (1999). Teaching other people's children: Literacy and learning in a bilingual classroom. New York: Teachers College Press.
Bauer, E. B., & Gort, M. (Eds.) (2012). Early biliteracy development: Exploring young learners' use of their linguistic resources. New York: Routledge. Published review
Block, D. (2007). Second language identities. New York: Continuum.
Campano, G. (2007). Immigrant students and literacy: Reading, writing, and remembering. New York: Teachers College Press.
Cloud, N., Genesee, F., & Hamayan, E. (2009). Literacy instruction for English language learners: A teacher's guide to research-based practices. Portsmouth, NH: Heinemann. Published review
Crawford, J. (1989). Bilingual education: History politics theory and practice. Los Angeles: Bilingual Educational Services.
Faltis, C. J., & Wolfe, P. M. (1999). So much to say: Adolescents, bilingualism, and ESL in the secondary school. New York: Teachers College Press. Student review
Feuer, A. (2008). Who does this language belong to? Personal narratives of language claim and identity. Charlotte, NC: Information Age.
Gándara, P., & Hopkins, M. (Eds.) (2010). Forbidden language: English learners and restrictive language policies. New York: Teachers College Press. Published review
Gibbons, P. (2006). Bridging discourses in the ESL classroom: Students, teachers and researchers. New York: Continuum.
Grigorenko, E. L. (Ed.). U.S. immigration and education: Cultural and policy issues across the lifespan. New York, NY: Springer.
Grigorenko, E. L., & Takanishi, R. (Eds.) (2012). Immigration, diversity, and education. New York: Routledge.
Kanno, Y., & *Harklau, L. (Eds.) (2012). Linguistic minority students go to college: Preparation, access, and persistence. New York: Routledge. Published review Published review
Kim, Y. & Hinchey, P. (2013). Educating English language learners in an inclusive
environment
. New York, NY: Peter Lang Publishing. Published review
Lems, K., Miller, L. D., & Soro, T. M. (2010). Teaching reading to English language learners: Insights from linguistics. New York: The Guilford Press. Published review
Mantero, M. (2007). Identity and second language learning: Culture, inquiry, and dialogic activity in educational settings. Charlotte, NC: Information Age Publishing.
Menken, K. (2008). English learners left behind: Standardized testing as language policy. Clevedon, U.K.: Multilingual Matters. Published review
Menken, K., & García, O. (Eds.) (2010). Negotiating language policies in schools: Educators as policymakers. New York: Routledge. Published review
Olsen, L. (1997). Made in America: Immigrant students in our public schools. New York: New Press. Published review
Orellana, M. F. (2009). Translating childhoods: Immigrant youth, language, and culture. New Brunswick, NJ: Rutgers University Press. Published review
Portes, A., & Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation. Berkeley: University of California Press.
Roediger, D. R. (2005). Working towards Whiteness: How America's immigrants became White. New York: Basic Books. Published review
Rong, Z. L., & *Preissle, J. (1998). Educating immigrant students: What we need to know to meet the challenges. Thousand Oaks, CA: Corwin.
Rumbaut, R. G., & Portes, A. (2001). Ethnicities: Children of immigrants in America. Berkeley: University of California Press.
Salomone, R. C. (2010). True American: Language, identity, and the education of immigrant children. Cambridge, MA: Harvard University Press. Published review
Schildkraut, D. J. (2007). Press "ONE" for English: Language policy, public opinion, and American identity. Princeton, NJ: Princeton University Press.
Suárez-Orozco, C., & Suárez-Orozco, M. M. (2001). Children of immigration. Cambridge, MA: Harvard University Press. Published review
Trumbull, E., Rothstein-Fisch, C., Greenfield, P.M., & Quiroz, B. (2001). Bridging cultures between home and school: A guide for teachers, with a special focus on immigrant Latino families. Mahwah, NJ: Erlbaum.
Wiley, Te. G., Lee, J. S., & Rumberger, R.l W. (Eds.) (2009). The education of language minority immigrants in the United States. Bristol, UK: Multilingual Matters. Published review

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MULTICULTURAL EDUCATION/CULTURAL DIVERSITY
Au, K. H. (1993). Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt Brace Jovanovich College Publishers.
Au, K. H. (2006). Multicultural issues and literacy achievement. Mahwah, NJ: Lawrence Erlbaum. Published review
Au, K. H. (2011). Literacy achievement and diversity: Keys to success for students, teachers, and schools. New York: Teachers College Press. Published review
Au, W. (Ed.) (2009). Rethinking multicultural education: Teaching for racial and cultural justice. Milwaukee, WI: Rethinking Schools. Published review
Banks, J.A. (2001). Cultural diversity and education: Foundations, curriculum, and teaching. Boston: Allyn & Bacon.
Compton-Lilly, C. (Ed.) (2009). Breaking the silence: Recognizing the social and cultural resources students bring to the classroom. Newark, DE: International Reading Association. Published review
Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press.
Delpit, L., & Dowdy, J. K. (Eds.) (2002).The skin that we speak: Thoughts on language and culture in the classroom. New York: The New Press.Published review Published review Student Review
Diller, J. V., & Moule, J. (2005). Cultural competence: A primer for educators. Belmont, CA: Thomas/Wadsworth.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
Gonzalez, N., Moll, L. C., & Amanti, C. (Eds.) (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York: Routledge.
Hernandez, H. (2001). Multicultural education: A teacher's guide to linking context, process, and content. Upper Saddle River, NJ: Merrill/Prentice Hall.
Hollins, E. R. (1996). Culture in school learning: Revealing the deep meaning. Mahwah, NJ: Erlbaum.
Irvine, J. J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New York: Teachers College Press. Published review Published review
Irvine, J., & Armento, B. (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades. New York: McGraw Hill.

King, J. E., Hollins, E. R., & Hayman, W. C. (Eds.) (1997). Preparing teachers for cultural diversity. New York: Teachers College Press.
Li, G. (Ed.) (2009). Multicultural families, home literacies, and mainstream schooling. Charlotte, NC: Information Age Publishing, Inc. Published review
Milner, H. R. (2010). Start where you are, but don't stay there: Understanding diversity, opportunity gaps, and teaching in today's classrooms. Cambridge, MA: Harvard Education Press. Published review Published review
Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press. Published review Published review
Nieto, S. (1999). Affirming diversity (3rd ed.). New York: Longman Press.
Neito, S. (2003). What keeps teachers going? New York: Teachers College Press.
**Souto-Manning, M. (2010). Freire, teaching, and learning: Culture circles across contexts. New York: Peter Lang. Published review
Skutnabb-Kangas, T. (2000). Linguistic genocide in education--or worldwide diversity and human rights? Mahwah, NJ: Erlbaum. Published review
Stephen, W. (1999). Reducing prejudice and stereotyping in schools. New York: Teachers College Press.
Tyack, D. B. (2003). Seeking common ground: Public schools in a diverse society. Cambridge, MA.: Harvard University Press. Published review

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RACE AND CULTURE: AFRICAN AMERICAN
Adger, C. T., Christian, D., & Taylor, O. (Eds.) (1999). Making the connection: Language and academic achievement among African American students. Urbana, IL: National Council of Teachers of English.
Alim, H. S., & Baugh, J. (Eds.) (2006). Talkin Black talk: Language, education, and social change. New York: Teachers College Press.
Ball, A. F., & Lardner, T. (2005). African American literacies unleashed: Vernacular English and the composition classroom. Carbondale, IL: Southern Illinois University Press.
Banks, A. J. (2005). Race, rhetoric, and technology: Searching for higher ground. Mahwah, NJ & Urbana, IL: Erlbaum and National Council of Teachers of English.
Baugh, J. (1999). Out of the mouths of slaves: African-American language and educational malpractice. Austin: University of Texas Press.
Baugh, J. (2000). Beyond Ebonics: Linguistic pride and racial prejudice. New York: Oxford University Press. Published review Published review Student review
Brown, R. N. (2009). Black girlhood celebration: Toward a hip-hop feminist pedagogy. NY: Peter Lang Publishing. Published review
Campbell, K. E. (2005). Gettin' our groove on: Rhetoric, language, and literacy for the hip hop generation. Detroit: Wayne State University Press.
Delpit, L. D. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press.

Delpit, L. D. (2012). "Multiplication is for White people": Raising expectations for other people's children. New York: New Press.
Edwards, P. A., McMillon, G. T., & Turner, J. D. (2010). Change is gonna come: Transforming literacy education for African American students. New York: Teachers College Press.
Gilyard, K. (1996). Let's flip the script: An African American discourse on language, literature, and learning. Detroit: Wayne State University Press.
Hale, J. E. (2001). Learning while black. Baltimore, MD: The Johns Hopkins University Press.
Harris, J. L., Kamhi, A. G., & Pollock, K. E. (Eds.) (2001). Literacy in African American communities. Mahwah, NJ: Erlbaum.
Kinloch, V. (2010). Harlem on our minds: Place, race, and the literacies of urban youth. New York: Teachers College Press.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass. Published review
Lanehart, S. (2002). Sista speak! Black women kinfolk talk about language and literacy. Austin: University of Texas Press.

Lee, C. D. (1993). Signifying as a scaffold for literary interpretation: The pedagogical implications of an African American discourse genre. Urbana, IL: National Council of Teachers of English.
*Love, B. (2012). Hip hop’s li’l sistas speak: Negotiating hip hop identities and politics in the New South. New York: Peter Lang. Published review
Loewen, J. W. (2005). Sundown towns: A hidden dimension of American racism. New York: New Press : Distributed by W.W. Norton.
Mahiri, J.(1998). Shooting for excellence: African American and youth culture in new century schools. Urbana, IL: National Council of Teachers of English.
Morgan, M. (2002). Language, discourse and power in African American culture. New York: Cambridge University Press.
*Morris, J. (2010). Troubling the water: Fulfilling the promise of quality public schooling for black children. New York: Teachers College Press.
Nasir, N. S. (2012). Racialized identities: Race and achievement among African American youth. Stanford, CA: Stanford University Press. Published review Student review
Paschal, A. M. (2006). Voices of African American teen fathers: "I'm doing what I got to do". New York: Haworth Press.
Petchauer, E. (2012). Hip-Hop culture in college students' lives: Elements, embodiment, and higher edutainment. New York: Routledge. Published review
Perry, T., & Delpit, L. (Eds.) (1998). The real Ebonics debate: Power, language, and the education of African-American children. Boston: Beacon Press.
Perry, T., Steele, C., & Hilliard, A. (Eds.) (2003). Young, gifted, and black: Promoting high achievement among African-American students. Boston: Beacon Press.

Pough, G. (2004).Check it while I wreck it: Black womanhood, hip-hop culture and the public sphere. Boston: Northeastern University Press.
Richardson, E. (2003). African American literacies. New York: Routledge. Published review
Royster, J. J., & Simpkins, A. M. (2005). Calling cards: Theory and practice in the studies of race, gender, and culture. Albany: SUNY Press.
Schofield, J. W. (1989). Black and White in School: Trust, tension, or tolerance? New York: Teachers College Press.
Smitherman, G. (2000). Talkin that talk: Language, culture, and education in African America. New York: Routledge.
Solomon, R. P. (1992). Black resistance in high school: Forging a separatist culture. Albany, NY: SUNY Press.
Spears-Bunton, L. A., & Powell, R. (Eds.) (2009). Toward a literacy of promise: Joining the African American struggle. New York: Routledge. Published review
Tatum, A. W. (2005). Teaching reading to black adolescent males: Closing the achievement gap. Portland, ME: Stenhouse. Student review
Tatum, A. W. (2009). Reading for their life: (Re)building the textual lineages of African American adolescent males. Portsmouth: Heinemann.
Tatum, B. D. (1997). Why are all the Black kids sitting together in the cafeteria? and other conversations about race: A psychologist explains the development of racial identity. New York: Basic Books. Student review
Tough, P. (2008). Whatever it takes: Geoffrey Canada's quest to change Harlem and America. New York: Houghton Mifflin.
Wallace-Sanders, K. (2008). Mammy: A century of race, gender and southern memory. Ann Arbor, MI: University of Michigan Press.
Watkins, A., P. (2009). Sisters of hope, looking back, stepping forward: The educational experiences of African-American women. New York Peter Lang. Published review
Young, V. A.. (2007). Your average nigga: Performing race, literacy, and masculinity. Detroit: Wayne State University Press.
Young, V. A., with Tsemo, B. H. (Eds.) (2011). From bourgeois to boojie: Black middle-class performances. Detroit: Wayne State University Press.
Young, V. A., Barrett, R., Young-Rivera, Y., & Lovejoy, K. B. (2014). Other people's English: Code meshing, code switching, and African American literacy. New York: Teachers College Press.

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RACE AND CULTURE: ASIAN AMERICAN
Fu, D. (1995). "My trouble is my English": Asian students and the American Dream. Portsmouth, NH: Heinemann.
Fu, D. (2003). An island of English: Teaching ESL in Chinatown. Portsmouth, NH: Heinemann.
Hartlep, N. D. (2014). The model minority stereotype: Demystifying Asian American success. Charlotte, NC: Information Age Press.
Ko, D., JaHyun, K. H., & Piggott, J. R. (Eds.) (2003). Women and Confucian cultures. Berkeley, CA: University of California Press.
Kurashige, L., & Murray, A. Y. (Eds.) (2003). Major problems in Asian American history: Documents and essays. Boston: Houghton Mifflin.
Lee, S. J. (1996). Unraveling the model minority stereotype. New York: Teachers College Press.
Li, G. (2005). Culturally contested pedagogy: battles of literacy and schooling between mainstream teachers and Asian immigrant parents. Albany, NY: SUNY.
Maramba, D. C., & Bonus, R. (Eds.) (2014). The “other” students: Filipino Americans, education, and power. Charlotte, NC: Information Age Publishing.
Min, P. G. (2005). Asian Americans: Contemporary trends and issues. Thousand Oaks, CA.: Pine Science Press.
Park, C. C., Endo, R., & Lan, X. R. (Eds.) (2009). New perspectives on Asian American parents, students, and teacher recruitment. Charlotte, NC: Information Age Publishing. Published review
Said, E. W. (1979). Orientalism. New York: Vintage.
Tuan, M. (1998). Forever foreigners or honorary Whites?: The Asian ethnic experience today. New Brunswick, NJ: Rutgers University Press.
Ty, E. R., & Goellnicht, D. C. (Eds.) (2004). Asian North American identities: Beyond the hyphen. Bloomington, IN: Indiana University Press.
Wu, F. H. (2002). Yellow: Race in American beyond black and white. New York: Basic Books.
Zia, H. (2000). Asian American dreams: The emergence of an American people. New York: Farrar, Strauss and Giroux.

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RACE AND CULTURE: LATIN@, HISPANIC, & CHICANO
Cantú, N., & Fránquiz, M. E. (Eds.) (2010). Inside the Latin@ experience: A Latin@ studies reader. New York: Palgrave-MacMillan.
Denner, J., & Guzman, B. L. (Eds.) (2006). Latina girls: Voices of adolescent strength in the U. S. New York: NYU Press.
Flores-Gonzalez, N. (2002). School kids/street kids: Identity development in Latino students. New York: Teachers College Press. Published review Student review
Gándara, P. C. (1995). Over the ivy walls: The educational mobility of low-income Chicanos. Albany: SUNY Press.
Gándara, P., & Contreras, F. (2009). The Latino education crisis: The consequences of failed social policies. Cambridge, MA: Harvard University Press. Published review
Gastic, B., & Verdugo, R. R. (Eds.) (2014). The education of the Hispanic population: Selected essays. Charlotte, NC: Information Age Publishing.
Gibson, M. A., Gandara, P. C., & Koyama, J. P. (2004). School connections: U.S. Mexican youth, peers, and school achievement. New York: Teachers College Press.
Jones, T. G., & Fuller, M. L. (2003). Teaching Hispanic children. Boston: Allyn and Bacon.
Kells, M. H., Balester, V., & Villanueva, V. (Eds.) (2004). Latino/a discourses: On language, identity, and literacy education. Portsmouth, NH: Heinemann.
Noguera, P., Hurtado, A., & Fergus, E. (Eds.) (2011). Invisible no more: Understanding the disenfranchisement of Latino men and boys. New York: Routledge.
Pedraza, P., & Rivera, M. (Eds.) (2005). Latino education: An agenda for community action research. Mahwah, NJ: Erlbaum.
Ream, R. K. (2004). Uprooting children: Mobility, social capital, and Mexican-American underachievement. New York: LFB Scholarly Publishing.
Romo, H., & Falbo, T. (1996). Latino high school graduation: Defying the odds. Austin: University of Texas Press.
Suárez-Orozco, M., & Páez, M. (2002). Latinos: Remaking America. Berkeley: David Rockefeller Center for Latin American Studies & University of California Press. Published review
Valdés, G. (1996). Con respecto. New York: Teachers College Press. Published review
Valdés, G., Capitelli, S.,& Alvarez, L. (2011). Latino children learning English: Steps in the journey. New York: Teachers College Press. Published review
Valencia, R. R. (2002). Chicano school failure and success: Past, present and future. New York: Routledge/Falmer.
Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: SUNY Press.
Published review
Valverde, L. A. (2006). Improving schools for Latinos: Creating better learning environments. Lanham, Md.: Rowman & Littlefield Education.

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RACE AND CULTURE: NATIVE AMERICAN
Cajete, G. (1994). Look to the mountain: An ecology of indigenous education. Durango, CO: Kvaki' Press.
Connell-Szasz, M. (1999). Education and the American Indian: The road to self- determination since 1928. Albuquerque: University of New Mexico Press.
Deloria, V., & Wildcat, D. (2001). Power and place: Indian education in America. Golden, CO: Fulcrum Resources.
Four Arrows. (2013). Teaching truly: A curriculum to indigenize mainstream education. New York: Peter Lang.
Jacobs, D. T. (1998). Primal awareness: A true story of survival, transformation and awakening with the Rarámuri Shamans of Mexico. Rochester, VT: Inner Traditions International.
Jacobs, D. T., & Jacobs-Spencer, J. (2001). Teaching virtues: Building character across the curriculum. Lanham, MD: Scarecrow Press.
Marlow, P. & Siekmann, S. (2013). Communities of practice:  An Alaskan Native model for teaching and learning. Tucson,  AZ: University of Arizona. Published review
McCarty, T. L. (2002). A place to be Navajo: Rough Rock and the struggle for self-determination in Indigenous schooling. Mahwah, NJ: Erlbaum.
McCarty, T. L. (2005). Language, literacy, and power in schooling. Mahwah, NJ: Erlbaum.
McCarty, T. L., & Lomawaima, K. T. (2006). To remain an Indian: Lessons in democracy from a century of Native American education. New York: Teachers College Press.
McCarty, T. L., & Zepeda, O. (2006). One voice, many voices: Recreating indigenous language communities. Tempe, AZ: Center for Indian Education.
Tall Bull, L. (2007). Preserving our histories for those approaches to literacy in development, ethnography, and education. New York: Longman.
Villegas, M., Neugebauer, S. R., & Venegas, K. R. (Eds.) (2008). Indigenous knowledge and education: Sites of struggle, strength, and survivance. Cambridge, MA: Harvard Education Press.
Ward, C. J. (2005). Native Americans in the school system: Family, community, and academic achievement. Lanham, MD: AltaMira Press

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RACE AND CULTURE: WHITENESS
Berger, M. (1999). White lies: Race and the myths of Whiteness. New York: Farrar, Straus and Giroux.
Bonnett, A. (2000). White identities: Historical and international perspectives. Upper Saddle River, NJ: Prentice Hall.
Brander Rasmussen, B., Klinenberg, E., Nexica, I., & Wray, M. (Eds.) (2001). The making and unmaking of Whiteness. Durham, NC: Duke University Press.
Bush, M. E. L. (2004). Breaking the code of good intentions: Everyday forms of Whiteness. Lanham, MD: Rowman and Littlefield.
Dyer, R. (1997). White. New York: Routledge.

Frankenberg, R. (1993). White women, race matters: The social construction of Whiteness. Minneapolis: University of Minnesota Press.
Garner, S. (2007). Whiteness: An introduction. New York: Routledge
Hage, G. (1997). White nation: Fantasies of White supremacy in a multicultural society. Annandale, NSW: Pluto Press.

Hill, M. (1997). Whiteness: A critical reader. New York: NYU Press.
Hill, M. (2004). After Whiteness: Unmaking an American majority. New York: NYU Press.
Lipsitz, G. (2006). The possessive investment in Whiteness: How White people profit from identity politics. Philadelphia: Temple University Press.
Perry, P. (2002). Shades of white: White kids and racial identity in high school. Durham, N.C.: Duke University Press.

Roediger, D. (1991). The wages of Whiteness: Race and the making of the American working class. London: Verso.
Sashedri-Crooks, K. (2000). Desiring Whiteness: A Lacanian analysis of race. New York: Routledge.
Young, R. (1990). White mythologies: Writing history and the West. New York: Routledge.

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RACE AND CULTURE: GENERAL/OTHER
Alcoff, L. M., & Mendieta, E. (Eds.) (2003). Identities: Race, class, gender and nationality. Malden, MA: Blackwell.
Bolgatz, J. (2005). Talking race in the classroom. New York: Teachers College Press.
Bonilla-Silva, E. (2003). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States. Lanham, MD: Rowman & Littlefield.
Brunsma, D. L. (Ed.) (2005). Mixed messages: Multiracial identities in the "color-blind" era. New York: Lynne Rienner.
Christerson, B., Edwards, K. L., & Flory, R. (2010). Growing up in America: The power of race in the lives of teens. Stanford, CA: Stanford University Press. Published review
Everett, A. (Ed.) (2008). Learning race and ethnicity: Youth and digital media. Cambridge, MA: MIT Press.
*Fecho, B. (2003). "Is this English?": Race, language, and culture in the classroom. New York: Teachers College Press.
Fine, M., Weis, L., Pruitt, L. & Burns, A. (2004). Off white: Essays on race, power and resistance. New York: Routledge.
Howard, T. C. (2010). Why race and culture matter in schools: Closing the achievement gap in America's classrooms. New York: Teachers College Press. Published review Published review Published review
Landsman, J., & Lewis, C. (2006). White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism. Sterling, VA: Stylus.
Lippi-Green, R. (2012). English with an accent: Language, ideology and discrimination in the United States, 2nd Edition. New York: Routledge.
Obidah, J., & Teel, K. (2001). Because of the kids: Facing racial and cultural differences in schools. New York: Teachers College Press.
Orelus, P. W. (2013). The race talk. Charlotte, NC: Information Age Press.
Pollock, M. (2005). Colormute: Race talk dilemmas in an American school. Princeton, NJ: Princeton University Press.
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
Sarroub, L. K. (2005). All American Yemeni girls: Being Muslim in a public school. Philadelphia: University of Pennsylvania Press.
Schoem, D. (Ed.) (1991). Inside separate worlds: Life stories of young Blacks, Jews and Latinos. Ann Arbor: The University of Michigan Press.
Singleton, G. E., & Linton, C. (2005). Courageous conversations about race: A field guide for achieving equity in schools. Thousand Oaks, CA: Corwin.
Steele, C. M. (2011). Whistling Vivaldi: How stereotypes affect us and what we can do. New York: W. W. Norton.
Wyatt, J. (2004). Risking difference: Identification, race, and community. Albany, NY: SUNY Press.

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SOCIOECONOMIC STATUS (SES), SOCIAL CLASS, & POVERTY
Carter, P. L., & Welner, K. (Eds.) (2013). Closing the opportunity gap: What America must do to give every child an even chance. New York: Oxford University Press. Published review
Darling-Hammond, L. (2010). The flat world and education: How America's commitment to equity will determine our future. New York: Teachers College Press. Published review
Dunbar-Odom, D. (2007). Defying the odds: Class and the pursuit of higher literacy. Albany, NY: SUNY Press.
Duncan, G. J., & Murnane, R. (Eds.) (2011). Whither opportunity? Rising inequality, schools, and children's life chances. New York: Russell Sage Foundation. Publisher's description
Eckert, P. (1989). Jocks & burnouts: Social categories and identity in high school. New York: Teachers College Press.
Elder, G. H., & Conger, R. (2000). Children of the land: Adversity and success in rural America. Chicago: University of Chicago Press.
Finn, P. (2009). Literacy with an attitude: Educating working class children in their own self-interest. Albany: SUNY Press. Published review
Healey, J. F. (2005). Race, ethnicity, gender, and class: The sociology of group conflict and change. Newbury Park, CA: Pine Forge.
Hicks, D. (2002). Reading lives: Working-class children and literacy learning. New York: Teachers College Press.
Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kids' brains and what schools can do about it. Alexandria, VA: Association for Supervision and Curriculum Development. Published review
Kozol, J. (1992). Savage inequalities: Children in America's schools. New York: Harper Perennial. Student review Student review
Kozol, J. (1995). Amazing grace: The lives of children and the conscience of a nation. New York: HarperPerennial. Published review Published review
Kozol, J. (2006). The shame of the nation: The restoration of apartheid schooling in America. New York: Three Rivers Press. Published review Published review
Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley and Los Angeles: University of California Press. Published review
LeCompte, M. D., & Dworkin, A. G. (1991). Giving up on school: Student dropouts and teacher burnouts. Thousand Oaks, CA: Corwin. Published review
Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Ann Arbor, MI: Economic Policy Institute.
Lin, A. C., & Harris, D. R. (2008). The colors of poverty: Why racial and ethnic disparities exist. New York: Russell Sage Foundation. Published review
Lindsey, D. B., Jungwirth, L. D., Pahl, J. V. N. C., & Lindsey, R. B. (2009). Culturally proficient learning communities: Confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin. Published review
McDermott, M. (2006). Working-class white: The making and unmaking of race relations. Berkeley, CA: University of California Press.
*Portes, P. R. (2005). Dismantling educational inequality: A cultural-historical approach to closing the achievement gap. New York: Peter Lang.
Rose, M. (2005). Lives on the boundary: A moving account of the struggles and achievements of America's educationally unprepared. New York: Penguin.
Rosenbaum, J. E. (2001). Beyond college for all: Career paths for the forgotten half. New York: Russell Sage Foundation.
Sacks, P. (2009). Tearing down the gates: Confronting the class divide in American education. Berkeley: University of California Press. Student review Published review Student Review
San Antonio, D. M. (2004). Adolescent lives in transition: How social class influences the adjustment to middle school. Albany: State University of New York Press.
Schwartz-Nobel, L. (2002). Growing up empty: The hunger epidemic in America. New York: HarperCollins.
Sium, B. (2014). How Black and working class children are deprived of basic education in Canada. Boston: Sense.
*Smagorinsky, P., & *Taxel, J. (2005). The discourse of character education: Culture wars in the classroom. Mahwah, NJ: Erlbaum.
Smyth, J., & Wrigley, T.. (2013) Living on the edge: Rethinking poverty, class and schooling. New York: Peter Lang Publishing. Published review
**Souto-Manning, M. (2010). Freire, teaching, and learning: Culture circles across contexts. New York. Peter Lang. Published review
Van Galen, J. A., & Noblit, G. W. (Eds.) (2007). Late to class: Social class and schooling in the new economy. Albany, NY: SUNY Press.
Weiss, L., & Dolby, N. (Editors) (2012). Social class and education: Global perspectives. New York: Routledge.

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TRACKING

Lucas, S. R. (1999). Tracking inequality: Stratification and mobility in American high schools. New York: Teachers College Press.
Mehan, H., Villanueva, I., Hubbard, L., & Lintz, A. (1996). Constructing school success: The consequences of untracking low-achieving students. New York: Cambridge University Press.
Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press. Student review
Oakes, J., & Saunders, M. (2008). Beyond tracking: Multiple pathways to college, career, and civic participation. Cambridge, MA: Harvard Education Press. Published review
Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria , VA : Association for Supervision and Curriculum Development.
Tyson, K. (Ed.) (2011). Integration interrupted: Tracking, Black students, and acting White after Brown. New York: Oxford University Press. Published review
Wheelock, A. (1992). Crossing the tracks: How "untracking" can save America's schools. New York: New Press.

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URBAN EDUCATION
Alonso, G., Anderson, N. S., Celina, S., & Theoharris, J. (2009). Our schools suck: Students talk back to a segregated nation on the failures of urban education. New York: New York University Press. Published review
Anyon, J. (1997). Ghetto schooling: A political economy of urban educational reform. New York: Teachers College Press. Published review
Ayers, W., Ladson-Billings, G., Michie, G., & Noguera, P. (Eds.) (2008). City kids, city schools: More reports from the front row. New York: New Press.
Biddle, B. (2014). The unacknowledged disaster: Youth poverty and educational failure in America. Boston: Sense.
Cornbleth, C. (2008). Diversity and the new teacher: Learning from experience in urban schools. New York: Teachers College Press.
Cushman, E. (1998). The struggle and the tools: Oral and literate strategies in an inner city community. Albany, NY: SUNY Press.
Dance, L. J. (2002). Tough fronts: The impact of street culture on schooling. New York: RoutledgeFalmer. Published review
Duncan-Andrade, J. M. R., & Morrell, E.. (2008). The art of critical pedagogy: Possibilities of moving from theory to practice in urban schools. New York: Peter Lang. Published review
Dunier, M. (2000). Sidewalk. New York: Farrar, Straus and Giroux. Published review
Falk, B., & Blumenreich, M. (Eds.) (2012) Teaching matters: Stories from inside city schools. Inspiring young children in the classroom. NY: The New Press. Published review
Fine, M. (1991). Framing dropouts: Notes on the politics of an urban high school. Albany: SUNY Press.
Fine, M., & Weis, L. (1998). The unknown city: Lives of poor and working class young adults. Boston: Beacon Press.

Fisher, M. T. (2007). Writing in rhythm: Spoken word poetry in urban classrooms. New York: Teachers College Press.
Flower, L., Long, E., & Higgins, L. (2000). Learning to rival: A literate practice for intercultural inquiry. Mahwah, NJ: Erlbaum.
Grant, G. (2009). Hope and despair in the American city: Why there are no bad cchools in Raleigh. Cambridge, MA: Harvard University Press. Published review
Hollins, E. R. (2012). Learning to teach in urban schools: The transition from preparation to practice. New York: Routledge. Published review
Jupp, J. C. (2013). Becoming teachers of inner-city students: Life histories and teacher stories of committed White teachers. Boston: Sense.
Kinloch, V. (2011). Urban literacies: Critical perspectives on language,learning, and community. New York: Teachers College Press.
Li, G. (2007). Culturally contested literacies: America's rainbow underclass and urban schools. New York: Routledge.
Michie, G. (1999). Holler if you hear me: The education of a teacher and his students. New York: Teachers College Press. Published review
Morrell, E. (2007). Critical literacy and urban youth: Pedagogies of access, dissent, and liberation. New York: Routledge.
Murrell, P. C. (2007). Race, culture, and schooling: Identities of achievement in multicultural urban schools. Mahwah, NJ: Erlbaum.
Neuman, S. B. (2009). Changing the odds for children at risk: Seven essential principles of educational programs that break the cycle of poverty. New York: Teachers College Press. Published review
Noguera, P. (2003). City schools and the American Dream: Reclaiming the promise of public education. New York: Teachers College Press. Published review Published review Published review
Tuck, E. (2011). Urban youth and school pushout: Gateways, get-aways, and the GED. New York: Routledge.
Watson, V. (2012. Learning to liberate: Community-based solutions to the crisis in urban education. New York: Routledge. Published review
Weinstein, S. (2009). Feel these words: Writing in the lives of urban youth. Albany: SUNY Press.

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YOUTH, HOME, AND COMMUNITY CULTURE
Alim, H. S. (2006). Roc the mic right: The language of hip hop culture. New York: Routledge.
*Alvermann, D. E. (Ed.) (2002). Adolescents and literacies in a digital world. New York: Peter Lang.
*Alvermann, D. E. (Ed.) (2010). Adolescents' online literacies: Connecting classrooms, digital media, and popular culture. New York: Peter Lang.
Bennett, A., & Kahn-Harris, K. (Eds.). (2004). After subculture: Critical studies in contemporary youth culture. New York: Palgrave Macmillan.
Black, R. W. (2008). Adolescents and online fan fiction. New York: Peter Lang.
Books, S. (Ed.) (2007). Invisible children in the society and its schools. New York: Routledge.
Campbell, N. (Ed.). (2004). American youth cultures. New York: Routledge.
Cintron, R. (1997). Angels' Town: Chero ways, gang life, and rhetorics of the everyday. Boston: Beacon Press.
Crossley, M. (2007). Changing educational contexts, issues and identities. New York: Routledge.
Dyson, A. Haas (2003). The brothers and sisters learn to write: Popular literacies in childhood and school cultures. New York: Teachers College Press.
Flower, L. (2008). Community literacy and the rhetoric of public engagement. Carbondale, IL: Southern Illinois University Press.
Foster, H., & Nosol, M. C. (2008). America's kids: Teaching English/Language Arts in today's forgotten high schools. Portsmouth, NH: Heinemann. Published review
Gause, C. P. (2008). Integration matters: Navigating identity, culture, and resistance. New York: Peter Lang.
Goldblatt, E. (2007). Because we live here: Sponsoring literacy beyond the college curriculum. Cresskill, NJ: Hampton Press.
**Hagood, M. C., *Alvermann, D. E., & **Heron-Hruby, A. (2009). Bring it to class: Unpacking pop culture in literacy learning. New York: Teachers College Press. Published review
Hawisher, G. E., & Selfe, C. L. (Eds.) (2007). Gaming lives in the twenty-first century: Literate connections. Basingstoke, NY: Palgrave Macmillan.
Hermes, J. (2005). Re-reading popular culture: Rethinking gender, television and popular media audiences. Malden, MA: Blackwell.
Hill, M. L. (2009). Beats, rhymes, and classroom life: Hip-hop pedagogy and the politics of identity. New York: Teachers College Press. Published Review Student review
Hill, M. L., & Vasudevan, L. (Eds.) (2008). Media, learning, and sites of possibility. New York: Peter Lang. Student review
Hodkinson, P., & Deicke, W. (2007). Youth cultures: Scenes, subcultures and tribes. New York: Routledge,
Hull, G., & Schultz, K. (2002). School's out!: Bridging out-of-school literacies with classroom practice. New York: Teachers College Press.
Ibrahim, A., Alim, H. S., & Pennycook, A. (2008). Global linguistic flows: Hip hop cultures, youth identities, and the politics of language. New York: Routledge.
Kohl, H. R. (1994). "I won't learn from you": And other thoughts on creative maladjustment. New York: New Press.
Lareau, A. (2000). Home advantage: Social class and parental intervention in elementary education. New York: Rowman & Littlefield Publishers.
Lee, C. D. (2007). The role of culture in academic literacies: Conducting our blooming in the midst of the whirlwind. New York: Teachers College Press.
Lesko, N. (2012). Act your age! A cultural construction of adolescence. New York: Routledge. Published review
Lewis, C. (2001). Literary practices as social acts: Power, status, and cultural norms in the classroom. Mahwah, NJ: Erlbaum.
Lewis, C., Enciso, P. E., & Moje, E. B. (Eds.) (2007). Reframing sociocultural research on literacy: Identity, agency, and power. Mahwah, NJ: Erlbaum.
Long, E. (2008). Community literacy and the rhetoric of local publics. West Lafayette, IN: Parlor Press.
Low, B. E. (2011). Slam school: Learning through conflict in the hip-hop and spoken word classroom. Stanford, CA: Stanford University Press. Published review
Marsh, J., & Millard, E. (2000). Literacy and popular culture: Using children's culture in the classroom. London: Paul Chapman Publishing.
Parks, S. (2010). Gravyland: Writing beyond the curriculum in the city of brotherly love. Syracuse: Syracuse University Press.
Rosen, L. (2010). Rewired: Understanding the igeneration and the way they learn. New York: Palmgrave Macmillian.
Scott, J. C., Straker, D. Y., & Katz, L. (Eds.) (2009). Affirming students' right to their own language: Bridging language policies and pedagogical practices. Urbana, IL & New York: The National Council of Teachers of English & Routledge. Published review
Smith, D., & Whitemore, K. F. (2006). Literacy and advocacy in adolescent family, gang, school, and juvenile court communities: Crip 4 life. Mahwah, NJ: Erlbaum.
Smyth, J., Angus, L., Down, B., & McInerney, P. (2008). Critically engaged Learning: connecting to young lives. New York: Peter Lang.
Thomas, A. (2007). Youth online: Identity and literacy in the digital age. New York: Peter Lang.
Thomas, M. (Ed.) (2011). Deconstructing digital natives: Young people, technologies and the new literacies. New York: Routledge. Published review
Tobin, J. (Ed.) (2004). Pikachu's global adventure: The rise and fall of Pokémon. Durham, NC: Duke University Press.
Williams, B., & Zenger, A. A. (Eds.) (2012). New media literacies and participatory popular culture across borders. New York: Routledge
Zamel, V., & Spack, R. E. (1998). Negotiating academic literacies: Teaching and learning across languages and cultures. Mahwah, NJ: Erlbaum.

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BOOKS ABOUT BOOK CLUBS [Note: These books are not for your book clubs in 3461, but are listed in case you are interested in reading more about book clubs as a method for teaching literature.]

Appleman, D. (2006). Reading for themselves: How to transform adolescents into lifelong readers through out-of-class book clubs. Portsmouth, NH: Heinemann.
*Faust, M., **Cockrill, J., **Hancock, C., & **Isserstadt, H. (2005). Student book clubs: Improving literature instruction in middle and secondary schools. Norwood, MA: Christopher Gordon.
McMahon, S. I., & Raphael, T. E., with V. J. Goatley & L. S. Pardo. (1997). The book club connection: Literacy learning and classroom talk. New York: Teachers College Press.
O'Donnell-Allen, C. (2006). The book club companion: Fostering strategic readers in the secondary classroom. Portsmouth, NH: Heinemann.
O'Donnell-Allen, C. (2011). Tough talk/Tough texts: Teaching English to save the world. Portsmouth, NH: Heinemann.

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Book Club Links

Book Clubs: A comprehensive guide to discount book clubs and reading groups.
The Literature Network: Book Club Procedures
Literature Circles: Voice and Choice in Book Clubs and Reading Groups By Harvey Daniels
Literature Discussion Groups: Guidelines for Moderators: A Book Club Approach
Giving Readers a Voice: Book Discussion Groups
Ten Tips for Starting and Running a Successful Book Club
Reading Group Center
Book Browse
BookSpace Book Clubs

Links and Additional Reading Lists for Culture and Education

Links
http://www.ithaca.edu/wise/topics/multicultural.htm
http://digitalequity.edreform.net/portal/digitalequity/equitydimensionrelevant

Reading Lists
http://classweb.gmu.edu/cip/g/gr/gr-refs.htm
http://www.discourses.org/Bib/biblio-multiculturalism.htm
http://educ.queensu.ca/~equity/books/race_1997_1999.html
http://www.edchange.org/multicultural/references.html
http://wrt-howard.syr.edu/Bibs/Race.htm

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