Please join us Friday, November 17, (12p EST; 9aPST) for a discussion with three Division G leaders on the social context of education. You can also follow and contribute to the conversation on Twitter using #divgchat.
Thank you to our participating scholars for their generosity and their work! Below we’ve highlighted just three select pieces of their scholarship for you to continue the thinking & learning with us.
Dr. Dolores Calderón | Western Washington University
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Calderon, D. (2014). Anticolonial methodologies in education: Embodying land and indigeneity in Chicana feminisms. Journal of Latino/Latin American Studies, 6(2), 81-96.
- Calderon, D. (2014). Uncovering settler grammars in curriculum. Educational Studies, 50(4), 313-338.
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Calderón, D., Bernal, D. D., Huber, L. P., Malagón, M., & Vélez, V. N. (2012). A Chicana feminist epistemology revisited: Cultivating ideas a generation later. Harvard Educational Review, 82(4), 513-539.
Dr. Ezekiel Dixon-Román | University of Pennsylvania
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Dixon-Román, E. (2017). Inheriting Possibility: Social Reproduction and Quantification in Education. Minneapolis MN: University of Minnesota Press.
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Dixon-Román, E. (2017). Toward a hauntology on data: On the sociopolitical forces of data assemblages. Research in Education 98(1): 44-58.
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Dixon-Román, E. (2016). Algo-Ritmo: More-Than-Human performative acts and the racializing assemblages of algorithmic architectures. Cultural Studies-Critical Methodologies 16(5):482-490
Dr. Zeus Leonardo | University of California, Berkeley
- Leonardo, Z. (2013). Race frameworks: A multidimensional theory of racism and education. New York, NY: Teachers College Press.
- Leonardo, Z. (2013). The story of schooling: Critical race theory and the educational racial contract. Discourse: Studies in the Cultural Politics of Education, 34(4), 599-610.
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Leonardo, Z. (2004). The color of supremacy: Beyond the discourse of ‘white privilege’. Educational Philosophy and Theory, 36(2), 137-152.
AERA Division G: The Social Context of Education 