The March Continues
1 Raymond J. Wlodkowski and Margery B. Ginsberg, “A Framework for Culturally Responsive Teaching,” Educational Leadership 53, no.1 (1995) 18.
2 Beverly M. Gordon, “African-American Cultural Knowledge and Liberatory Education: Dilemmas, Problems, and Potentials in a Post-Modern American Society,” in Too Much Schooling Too Little Education: A Paradox of Black Life in White Societies, ed. Mwalimu Shujaa (Trenton, NJ: Africa World Press, 1994), 65.
3 Herbert Kohl, Should We Burn Babar? Essays on Children’s Literature and the Power of Stories (New York: New Press, 1995).
4 Keith Catone, “Free Minds, Free People: Education for a Just, Multiracial Future,” Voices in Urban Education 34 (Summer 2012): 4.
5 Campaign for the Civic Mission of Schools, Guardian of Democracy: The Civic Mission of Schools, accessed May 1, 2012, http://www.civicmissionofschools.org/the-campaign/guardian-of-democracy-report.
6 Mariana Souto-Manning, “Negotiating culturally responsive pedagogy through multicultural children’s literature: Towards critical democratic literacy practices in a first grade classroom,” Journal of Early Childhood Literacy 9 (2009): 50.
7 Deborah Menkart, Alana D. Murray and Jenice L. View, eds., Putting the Movement Back Into Civil Rights Teaching (Washington: Teaching for Change and the Poverty & Race Research Action Council, 2004).
8 Both of the following websites offer virtual exhibits about the civil rights movement: civilrightsroadtrip.wordpress.com and nps.gov/nr/travel/civilrights.
9 The Race: Are We So Different project is an excellent resource from the American Anthropological Society that covers the science of human variation, the history of racial categorization and the impact of race as a social contruct
10 “Race, Identity, and Importance of Discussion,” YouTube video, 2:57, posted by Teaching Tolerance, March 15, 2012, http://youtube.com/watch?v=vhY5DGLIpL8.
11 Beverly Daniel Tatum, “Talking About Race, Learning About Racism: The Application of Racial Identity Development Theory in the Classroom,” Harvard Educational Review 62, no. 1 (February 1992): 2.
12 Jacquelyn Dowd Hall, “The Long Civil Rights Movement and the Political Uses of the Past,” The Journal of American History 91, no. 4 (March 2005): 1233-1263.
13 Laurie B. Green, “Challenging the Civil Rights Narrative,” in Civil Rights History From the Ground Up: Local Struggles, a National Movement, ed. Emilye Crosby (Athens, GA: University of Georgia Press, 2011), 75.
14 Ellen S. Levine, Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories (New York: Puffin, 2000).
15 Sarah E. Gardner, “Coming of Age in the Movement: Teaching With Personal Narratives,” in Teaching the American Civil Rights Movement, ed. Julie Buckner Armstrong, et al., (New York: Routledge, 2002).
16 Hasan Kwame Jeffries, Bloody Lowndes: Civil Rights and Black Power in Alabama’s Black Belt (New York: New York University Press, 2010), 52.
17 Sarah Anderson, “Finding the Civil Rights Movement in Oregon,” Teaching Tolerance Blog, November 18, 2011, http://www.tolerance.org/blog/finding-civil-rights-movement-oregon.
18 Keith C. Barton, “Primary Sources in History: Breaking through the Myths,” The Phi Delta Kappan 86, no. 10 (June 2005): 746.
19 “Remaking History: Barack Obama, Political Cartoons, and the Civil Rights Movement,” in Civil Rights History From the Ground Up: Local Struggles, a National Movement, ed. Emilye Crosby (Athens, GA: University of Georgia Press, 2011).
20 Terrie Epstein, Interpreting National History: Race, Identity, and Pedagogy in Classrooms and Communities (New York: Routledge, 2009).
21 Anthony L. Brown and Keffrelyn D. Brown, “Strange Fruit Indeed: Interrogating Contemporary Textbook Representations of Racial Violence Toward African Americans,” Teachers College Record 112, no. 1 (January 2010): 57.
22 Derrick Bell, “Brown v. Board of Education and the Interest-Convergence Dilemma,” Harvard Law Review 93 (1980): 518-533.
23 Manning Marable, Race, Reform, and Rebellion: The Second Reconstruction and Beyond in Black America, 1945-2006 (Jackson: University Press of Mississippi, 2007), 71.
24 Meira Levinson, No Citizen Left Behind (Cambridge: Harvard University Press, 2012).
25 Sarah Garcia, January 11, 2012 (12:12 a.m.), comment on Katherine Schulten, “How Do You Teach the Civil Rights Movement?” The Learning Network, June 6, 2012, http://learning.blogs.nytimes.com/2012/01/06/how-do-you-teach-the-civil-rights-movement.