Desktop version

Home arrow Geography

  • Increase font
  • Decrease font

<<   CONTENTS   >>


I would like to thank Dr. Theodora Lightfoot-Rueda and Dr. Ruth Peach for their guidance, mentorship, and collaboration; my community partners, Dr. Linda Rae Murray and Mr. Jim Bloyd, and colleagues at the Cook County Department of Public Health for their collaboration in public health practice; and Dr. Lorraine Conroy, senior associate dean and Illinois Education and Research Center (ERC) Center director, for the leadership and support. This publication was supported by Grant # TOH008672 from National Institute for Occupational Safety and Health (NIOSH). Its contents are sole responsibility of the author and do not necessarily represent the official views of NIOSH.


Andreotti (de Oliveira), V. (2011). Actionable postcolonial theory in education. New York: Palgrave Macmillan.

Bakhtin, M. M. (1981). The dialogic imagination. Austin: University of Texas Press.

Berk, L. E. (2001). Trends in human development. The many faces of psychological research in the 21st century. The Society for the Teaching of Psychology. Retrieved May 4, 2015, from Resources/Documents/ebooks/faces2001.pdf#page=223

Bloch, M. N., Kennedy, D., Lightfoot, T., & Weyenberg, D. (2006). Introduction: Education and the global/local construction of the universal, modern, and globalized child, school and nation. In M. N. Bloch, D. Kennedy, T. Lightfoot, & D. Weyenberg (Eds.), The child in the world/The world in the child. Education and the configuration of a universal, modern, and globalized childhood (pp. 3-17). New York: Palgrave Macmillan.

Borg, C., & Mayo, P. (2006). Challenges for critical pedagogy: A southern European perspective. Cultural Studies—Critical Methodologies, 6(1), 143-154.

Butler, J. (1997). The psychic life of power: Theories in subjection. Stanford, CA: Stanford University Press.

Centers for Disease Control of Prevention. (2014). Adverse childhood experiences—looking at how ACEs affect our lives and society. Retrieved July 14, 2014, from resource_center_infographic.html

Coloma, R. S. (2011). Who’s afraid of Foucault? History, theory and becoming subjects. History of Education Quarterly, 51(2), 184-210.

Curtis, B. (2002). Foucault on governmentality and population: The impossible discovery*. Canadian Journal of Sociology, 27(4), 505-533.

Darder, A. (2011). A dissident voice: Essays on culture, pedagogy, and power. New York: Peter Lang.

Datar, S. M., Garvin, D. A., & Cullen, P. G. (2010). Rethinking the MBA: Business education at a crossroads. Boston: Harvard University Press.

Doherty, R. (2009). Social capital: Governing the social nexus. In M. A. Peters, A. C. Besley, M. Olssen, S. Maurer, & S. Weber (Eds.), Govermentality: Studies in education (pp. 153-163). Boston: Sense Publishers.

Fairclough, N. (2003). Analyzing discourse: Textual analysis for social research. New York: Routledge.

Fontana, B. (1993). Hegemony and power: On the relation between Gramsci and Machiavelli. Minneapolis: University of Minnesota Press.

Foucault, M. (1991). Governmentality. In G. Burchell, C. Gordon C., & P. Miller (Eds.), The Foucault effect: Studies in governmentality: With two lectures by and an interview with Michel Foucault (pp. 87-105). Chicago, IL: University of Chicago Press.

Freire, P. (1970). Pedagogy of the oppressed. M. B. Ramos (Trans.). New York: Continuum.

Gramsci, A. (1996). Notebook 5. In J. Buttigieg (Ed. & Trans.), Prison notebooks, volume 2 (§49, p. 199, §127, p. 377). New York: Columbia University Press.

Green, M., & Ives, P. (2009). Subalternity and language: Overcoming the fragmentation of common sense. Historical Materialism, 17, 3-30.

Gutierrez, K. D., Baquedano-Lopez, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286-303.

Gutierrez, K. D., Bien, A. C., Selland, M. K., & Pierce, D. M. (2011). Polylingual and polycultural learning ecologies: Mediating emergent academic literacies for dual language learners. Journal of Early Childhood Literacy, 11(2), 232-261.

Gutierrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19.

Gutierrez, K. D., & Vossoughi, S. (2010). Lifting off the ground to return anew: Documenting and designing for equity and transformation through social design experiments. Journal of Teacher Education, 61(1-2), 100-117.

Hand, V., Penuel, W. R., & Gutierrez, K. D. (2013). (Re)framing educational possibility: Attending to power and equity in shaping access to and within learning opportunities. Human Development, 55(5-6), 250-268.

Hickling-Hudson, A., (2011). Teaching to disrupt preconceptions: Education for social justice in the imperial aftermath. Compare, 41(4): 453-465.

Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (2001). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.

Holquist, M. (1981). Dialogism: Bakhtin and his works. London: Routledge.

Krieger, N. (2011). Epidemiology and the people’s health: Theory and context. New York: Oxford University Press.

Kristof, N. (2014, February 23). When even the starting line is out of reach. The New York Times, SR 11.

Lightfoot, T. (2006). Language learning, language teaching and the construction of the young child. In M. N. Bloch, D. Kennedy, T. Lightfoot & D. Weyenberg (Eds.), The child in the world/The world in the child. Education and the configuration of a universal, modern, and globalized childhood (pp. 81-98). New York: Palgrave Macmillan.

Luke, A. (1995). Text and discourse in education: An introduction to critical discourse analysis. Review of Research in Education, 21, 3-48.

Luke, A. (2002). Beyond science and ideology critique: Developments in critical discourse analysis. Annual Review of Applied Linguistics, 22(1), 96-110.

Lyotard, J. F. (1984). The postmodern condition: A report on knowledge. G. Bennington & B. Massumi (Trans.). Minneaposlis: University of Minnesota Press.

Machiavelli, N. (1513/1992). The Prince. New York: Quality Paperback Book Club Classics.

Mayo, P. (1999). Gramsci, Freire and adult education: Possibilities for transformative action. London: Zed Books.

Murillo, E. G. (2004). Mojado crossing along neoliberal borderlands. In G. W. Noblit, S. Y. Fores, & E. G. Murrilo (Eds.), Postcritical ethnography: Reinscribing critique (pp. 155-179). Cresskill, NJ: Hampton Press.

Murray, L. R., Angeloponlos, N., Bloyd, J., Clark, J., Durica, D., Isfan, C., Porter, L., & Zanoni, J. (2012). Public Health 101 Curriculum—Case Sunny Acres Backstretch. Chicago, IL: Cook County Department of Public Health.

New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.

Opacich, K. J. & Lizer, S. (2007). Determining health status and health disparities for an embedded rural workforce. In National Institute for Occupational Safety and Health (2009), An overview of safety and health for workers in the horse-racing industry (DHHS NIOSH Publication No. 2009-128). Washington, DC: US Government Printing Office.

Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: L. Erlbaum.

Peters, M. A. (2005). Education, post-structuralism and the politics of difference. Policy Futures in Education, 3(4), 436-445.

Peters, M. A. (2009). Introduction: Governmentality, education and the end of neoliberalism? In M. A. Peters, A. C. Besley, M. Olssen, S. Maurer, & S. Weber (Eds.), Govermentality studies in education (pp. xxvii-xlviii). Boston: Sense Publishers.

Piketty, T., & Goldhammer, A. (2014). Capital in the twenty-first century. Cambridge, MA: Belknap Press.

Rhee, J. E. (2013). The neoliberal racial project: The tiger mother and governmentality. Educational Theory, 63(6), 561-580.

Rizvi, F., Lingard, B., & Lavia, J. (2006). Postcolonialism and education: Negotiating a contested terrain. Pedagogy, Culture & Society, 14(3): 249-262.

Said, E. (1986). Foucault and the imagination of power. In D. C. Hoy (Ed.), Foucault: A critical reader (pp. 149-155). Oxford, UK: Blackwell.

Schubert, W. H. (1986). Curriculum: Perspective, paradigm and possibility. New York: Macmillan Publishing.

Smith, K. (2010). Gramsci at the margins: Subjectivity and subalternity in a theory of hegemony. International Gramsci Journal, 2, 39-50.

Tervalon, M., & Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117-125.

Tuhiwai Smith, L. (1999). Decolonizing methodologies: Research and indigenous peoples. London: Zed Books.

Vygotsky, L. (1986). Thought and language. A. Kozulin (Ed. & Trans.). Cambridge, MA: MIT Press.

Weyenberg, D. (2006). The quest for health in different timespaces. In M. N. Bloch, D. Kennedy, T. Lightfoot, & D. Weyenberg (Eds.), The child in the world/The world in the child. Education and the configuration of a universal, modern, and globalized childhood (pp. 99-117). New York: Palgrave Macmillan.

Zanoni, J. (2008). Dialogue and hegemony: Sociolinguistic analysis of “charlas” for critique and praxis. Mediterranean Journal of Educational Studies, 13(1): 39-58.

Zanoni, J. (2013a). Confronting inequity: Participatory education impacting health at work. Journal of Critical Though and Praxis, 2(1), 18-39.

Zanoni, J. (2013b). Cultivating experiential knowledge: Peer educators working disciplinary borders. Postcolonial Directions in Education, 2(2), 186-225.

<<   CONTENTS   >>