Selected Chapters in Edited Books, Essay Reviews of Books, & Journal Articles
“Epilogue: Movement Toward a ‘Third Reconstruction’ and Educational Equity” (forthcoming late 2017/early 2018) in Norvella Carter & Michael Vavrus (Eds.), Intersectionality of Race, Ethnicity, Class, and Gender in Teaching and Teacher Education: Movement Toward Equity in Education. Rotterdam, The Netherlands: Sense Publishers.
"A Decolonial Alternative to Critical Approaches to Multicultural and Intercultural Teacher Education" (forthcoming 2017). In D.J. Clandinin & J. Husu (Eds.), The Sage Handbook of Research on Teacher Education (Vol. 1). London: Sage Publications.
"A Just and Humane Civic Education in an Era of Rising Xenophobia" (2017, September). Essay review of Global Migration, Diversity, and Civic Education: Improving Policy and Practice by James A. Banks, Marcelo M. Suárez-Orozco, & Miriam Ben-Peretz (Eds.). Multicultural Perspectives, 19(3), 185-190.
Review of Citizenship Excess: Latino/as, Media, and the Nation by Hector Amaya (2014, July 10). Teachers College Record.
“Diversity: A Contested Concept” (2012). In James Banks (Ed.), Encyclopedia of Diversity in Education (vol. 2) (pp. 667-676). Los Angles: Sage Reference.
“Critical Multiculturalism and Higher Education: Resistance and Possibilities within Teacher Education (2010). In S. May & C. E. Sleeter (Eds.), Critical Multiculturalism: Theory and Praxis (pp. 19-31). New York: Routledge.
Review of Unequal by Design: High-Stakes Testing and the Standardization of Inequality by Wayne Au. In Journal of Education Policy (2010, January, Vol. 25, no. 1, pp. 115-116).
“Sexuality, Schooling, and Teacher Identity Formation: A Critical Pedagogy for Teacher Education” (2009). Teaching and Teacher Education: An International Journal of Research and Studies 25(3): 383-390.
Review of The Routledge International Companion to Multicultural Education by James Banks (Ed.). In Teachers College Record (2009, Nov.)
“Culturally Responsive Teaching” (2008). In Good, T.L. (Ed.), 21st Century Education: A Reference Handbook (vol. 2) (pp. 49-57), Thousand Oaks, CA: Sage Publishing.
Review of Race, Culture and Education: The Selected Works of James A. Banks. In Journal of Negro Education (Summer 2007, Vol. 76, no. 3, pp. 515-517).
“Teacher Identity Formation in a Multicultural World: Intersections of Autobiographical Research and Critical Pedagogy” (2006). In D. Tidwell & L. Fitzgerald (Eds.), Self-Study and Diversity (pp. 89-113). Rotterdam, The Netherlands: Sense Publishers.
Review of Handbook of Research on Multicultural Education (2nd ed.) by Banks, J.A., & Banks, C.A. McGee (Eds.) In Urban Education (2006, Vol. 41, No. 3, pp. 305-315).
Successful Teacher Education Programs in an Era of Reform: An Essay Review of Studies of Excellence in Teacher Education (2001). Teaching and Teacher Education: An International Journal of Research and Studies, 17(5), 645-651.
FROM THE 1990s: "Multicultural Content Infusion by Student Teachers: Perceptions and Beliefs of Cooperating Teachers" (1998). (Mustafa Ozcan second author) in M.E. Dilworth (ed.) Being Responsiveto Cultural Differences: How Teachers Learn (pp. 94-109). Thousand Oaks, CA: Corwin Press.
Review of David Wallace Adams’s Education for Extinction: American Indians and the Boarding School Experience (1996, Summer). Educational Studies: A Journal in the Foundations of Education, 27(2): 168-173.
Review of the Holmes Group’s Tomorrow's Schools of Education (1995, Spring/Summer). Educational Studies: A Journal in the Foundations of Education, 26 (1-2): 134-139.
A Critical Analysis of Multicultural Education Infusion during Student Teaching (1994). Action in Teacher Education, 16(3): 47-58.
FROM DEEP IN THE ARCHIVES:
"Teacher Alienation in a Social Context" (1989). Holistic Education Review, 2(3): 26-29.
"Reconsidering Teacher Alienation: A Critique of Teacher Burnout in Public Schools" (1987). The Urban Review, 19(3): 179-188.
The Relationship of Teacher Alienation to School Workplace Characteristics and Career Stages of Teachers (1979). Institute for Research on Teaching Research Series no. 36. East Lansing: Michigan State University.