Items

• Literacy and Race: Access, Equity, and Freedom

  Willis, A. I. (2015). Literacy and Race: Access, Equity, and Freedom. Literacy Research: Theory, Method, and Practice, 64(1), 23–55. https://doi.org/10.1177/2381336915617617
  

• The Social Production of Adolescent Risk and the Promise of Adolescent Literacies

  Vasudevan, L., & Campano, G. (2009). The Social Production of Adolescent Risk and the Promise of Adolescent Literacies. Review of Research in Education, 33(1), 310–353. https://doi.org/10.3102/0091732X08330003
  

• On the Power of the Collective in Community-based Educational Research

  Thakurta, A., Kannan, C., Setiawan, D., Kosasih, M., Ghiso, M. P., & Campano, G. (2020). On the Power of the Collective in Community-based Educational Research. Penn GSE Perspectives on Urban Education, 17(1).
  

• We Are Our Own Best Advocates: Latinx Immigrants Teaching And Learning For Their Rights

  Rusoja, A. (2017). We Are Our Own Best Advocates: Latinx Immigrants Teaching And Learning For Their Rights [Ph.D., University of Pennsylvania]. https://repository.upenn.edu/edissertations/2559
  

• At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on Better

  Lytle, S. (2008). At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on Better. Research on the Teaching of English, 42(3), 373–379.
  

• Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity

  Low, D. E. (2017). Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity. Ubiquity: The Journal of Literature, Literacy, and the Arts, 4, 6–56.
  

• Issues of Validity in Openly Ideological Research: Between a Rock and a Soft Place

  Lather, P. (1986). Issues of Validity in Openly Ideological Research: Between a Rock and a Soft Place. Interchange, 17(4), 63–84. https://doi.org/10.1007/BF01807017
  

• African American Parents’ Educational Involvement in Urban Schools: Contextualized Strategies for Student Success in Adolescence

  Huguley, J. P., Delale-O’Connor, L., Wang, M.-T., & Parr, A. K. (2021). African American Parents’ Educational Involvement in Urban Schools: Contextualized Strategies for Student Success in Adolescence. Educational Researcher, 50(1), 6–16. https://doi.org/10.3102/0013189X20943199
  

• The Undercommons: Fugitive Planning & Black Study

  Harney, S., & Moten, F. (2013). The Undercommons: Fugitive Planning & Black Study. Minor Compositions.
  

• Re-mediating Literacy: Culture, Difference, and Learning for Students From Nondominant Communities

  Gutiérrez, K. D., Morales, P. Z., & Martinez, D. C. (2009). Re-mediating Literacy: Culture, Difference, and Learning for Students From Nondominant Communities. Review of Research in Education, 33(1), 212–245. https://doi.org/10.3102/0091732X08328267
  

• Reconstruction in Philosophy

  Dewey, J. (2019). Reconstruction in Philosophy. Good Press.
  

• Literacies of Refuge: “Pidiendo Posada” as Ritual of Justice

  de los Ríos, C. V., & Molina, A. (2020). Literacies of Refuge: “Pidiendo Posada” as Ritual of Justice. Journal of Literacy Research, 52(1), 32–54. https://doi.org/10.1177/1086296X19897840
  

• Young Children Demystifying and Remaking the University Through Critical Play

  Campano, G., Ngo, L., Low, D. E., & Bartow Jacobs, K. (2016). Young Children Demystifying and Remaking the University Through Critical Play. Journal of Early Childhood Literacy, 16(2), 199–227. https://doi.org/10.1177/1468798415577875
  

• Toward Community Research and Coalitional Literacy Practices for Educational Justice

  Campano, G., Ghiso, M. P., Yee, M., & Pantoja, A. (2013). Toward Community Research and Coalitional Literacy Practices for Educational Justice. Language Arts, 90(5), 314–326.
  

• Repositioning Ethical Commitments: Participatory Action Research as a Relational Praxis of Social Change

  Cahill, C. (2007). Repositioning Ethical Commitments: Participatory Action Research as a Relational Praxis of Social Change. ACME: An International Journal for Critical Geographies, 6(3), Article 3.
  

• “You Can Still Fight”: The Black Radical Tradition, Healing, and Literacies

  Baxley, G., Sealey-Ruiz, Y., Rogers, C. R., Campano, G., Thomas, E. E., & Stornaiuolo, A. (2021). “You Can Still Fight”: The Black Radical Tradition, Healing, and Literacies. Research in the Teaching of English, 55(3), 213–215.
  

• The Right to Research

  Appadurai, A. (2006). The Right to Research. Globalisation, Societies and Education, 4(2), 167–177. https://doi.org/10.1080/14767720600750696
  

• The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones

  Zimmer, R., Henry, G. T., & Kho, A. (2017). The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones. Educational Evaluation and Policy Analysis, 39(4), 670–696. https://doi.org/10.3102/0162373717705729
  

• Absorptive Capacity: A Review, Reconceptualization, and Extension

  Zahra, S. A., & George, G. (2002). Absorptive Capacity: A Review, Reconceptualization, and Extension. Academy of Management Review, 27(2), 185–203. https://doi.org/10.5465/amr.2002.6587995
  

• Networks in New York City: Implementing the Common Core

  Wohlstetter, P., Houston, D. M., & Buck, B. (2015). Networks in New York City: Implementing the Common Core. Educational Policy, 29(1), 85–110. https://doi.org/10.1177/0895904814556753