Besley, T and Peters, M. (2007) Subjectivity & truth : Foucault, education, and the culture of self. New York : Peter Lang.
Bevir, M. (2008) What is Genealogy? Journal of the Philosophy of History. 2 (3). 263-275.
Bullough, R.V. and Pinnegar, S. (2001) Guidelines for quality in autobiographical forms of self-study research. Educational Researcher. 30 (3). 13-21.
Bushnell, Mary.; Henry, Sue Ellen. “The Role of Reflection in Epistemological Change: Autobiography in Teacher Education.” Educational Studies. v. 34 issue 1, 2003, p. 48-59.
Caine, V., Estefan, A., & Clandinin, D. J. (2013). A Return to Methodological Commitment: Reflections on Narrative Inquiry. Scandinavian Journal Of Educational Research, 57(6), 574-586.
Coffey, H. (2010). “They taught me”: The benefits of early community-based field experiences in teacher education. Teaching and Teacher Education, 26(2), 335-342.
Delpit, L. (2003). Educators as “Seed People” Growing a New Future. Educational Researcher, 32(7), 14-21.
Dunn-Kenney, M. (2010). Can Service Learning Reinforce Social and Cultural Bias? Exploring a Popular Model of Family Involvement for Early Childhood Teacher Candidates. Journal of Early Childhood Teacher Education, 31(1), 37-48.
Garland, D. (2014). What is a “history of the present”? On Foucault’s genealogies and their critical preconditions. Punishment & Society, 16(4), 365-384.
Goddard, R. (2010). Critiquing the Educational Present: The (limited) usefulness to educational research of the Foucauldian approach to governmentality. Educational Philosophy and Theory, 42(3), 345-360.
Griffiths, Morwenna. “(Auto)biography and epistemology.” Educational Review(Abingdon, England), v. 47 issue 1, 1995, p. 75-88.
Kajder, Sara.; Bull, Glen.; Van Noy, Emily. “A Space for “Writing without Writing”: Blogs in the Language Arts Classroom.” Learning and Leading with Technology, v. 31 issue 6, 2004, p. 32-35.
Koopman, C. (2013) Genealogy as Critique: Foucault and the Problems of Modernity. Bloomington, IN. : University of Indiana Press.
Larrivee, B. (2000). Transforming Teaching Practice: becoming the critically reflective teacher. Reflective Practice. 1(3). 293-307.
Logan, H., Sumsion, J., & Press, F. (2013). The Child Care Act 1972: A critical juncture in Australian ECEC and the emergence of ‘quality’. Australasian Journal Of Early Childhood, 38(4), 84-91.
Mitton-Kükner, J., Nelson, C., and Desrochers, C. (2010). Narrative inquiry in service learning contexts: Possibilities for learning about diversity in teacher education. Teaching and Teacher Education, 26(5), 1162-1169.
Poling, Catherine. “Blog On: Building Communication and Collaboration among Staff and Students.” Learning and Leading with Technology, v. 32 issue 6, 2005.
Saar, M. (2008). Understanding Genealogy: History, Power, and the Self. Journal of the Philosophy of History. 2 (3). 295-314.
Sandretto, S. (2009). Theoretical and Methodological Tensions in a Poststructural, Collaborative Self-Study Research Project. Studying Teacher Education, 5(1), 89-101.
Ziegler, M.; Paulus, T.; Woodside, M. (2006). “This Course Is Helping Us All Arrive at New Viewpoints, Isn’t It?”. Journal of Transformative Education, 4(4), 302-319.
Readings in Critical Pedagogy and Multiculturalism
Apple, M. (2004) Creating Difference: Neo-Liberalism, Neo-Conservatism and the Politics of Educational Reform. EDUCATIONAL POLICY. 18(1) pp. 12-44.
Author (2002). Circling the Wagons. Souls, 4(4), 74-101.
Aveling, N. (2006). ‘Hacking at our very roots’: rearticulating White racial identity within the context of teacher education. Race Ethnicity and Education, 9(3), 261-274.
Brayboy, B. (2006). Toward a Tribal Critical Race Theory in Education. The Urban Review, 37(5), 425-446.
Bush, M. E. (2002). Breaking the Code of Good Intentions. Souls, 4(4), 25-44.
Bush, M. E. (2003). American Identity and the Mechanisms of Everyday Whiteness.Socialism & Democracy, 17(1), 209-226.
Delpit, L. (1992) Education in a Multicultural Society: Our Future’s Greatest Challenge.Journal of Negro Education. 61(3). pp. 237-249.
Fleming, W. (2006) Myths and Stereotypes About Native Americans. Phi Delta Kappan, 88 (3), 213-217.
Hayes, M. T. (2001). Constructing Difference: A Comparative Study of Elementary Science Curriculum Differentiation. Science Education, 85(3), 239-262.
Hermes, M. (2000). The scientific method, Nintendo, and Eagle feathers: rethinking the meaning of `culture-based’ curriculum at an Ojibwe tribal school. International Journal of Qualitative Studies in Education (QSE), 13(4), 387-400.
Jetty, M. (2006) History Through Red Eyes: A Conversation with James Loewen. Phi Delta Kappan, 88 (3), 218-222.
Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3-12.
Ladson-Billings, G. (2006). It’s Not the Culture of Poverty, It’s the Poverty of Culture: The Problem with Teacher Education. Anthropology & Education Quarterly, 37(2), 104-109.
National Museum of the American Indian. We Have a Story to Tell: Native Peoples of the Chesapeake Region. A Guide for Teachers with students in grades 9-12.http://americanindian.si.edu/subpage.cfm?subpage=education&second=pub. Retrieved: 30 January 2007.
Nieto, S. (2006). Solidarity, courage and heart: what teacher educators can learn from a new generation of teachers. Intercultural Education, 17(5), 457-473.
Pollack, T. M. (2012). The miseducation of a beginning teacher: One educator’s critical reflections on the functions and power of deficit narratives. Multicultural Perspectives,14, 93-98. doi:10.1080/15210960.2012.673318
Parrish, R. (2006). The Meritocracy Myth. Dollars & Sense, no. 263, 24-26.
Sleeter, C. (2000/01) Diversity Vs, White Privilege. Rethinking Schools.15(2) Retrieved 15 February 2007.
Starnes, B. A. (2006). Montana’s Indian Education for all: Towards and Education Worthy of American Ideals. Phi Delta Kappan, 88(3), 184-192.
Starnes, B. A. (2006). What We Don’t Know Can Hurt Them: White Teachers, Indian Children. Phi Delta Kappan, 87(5), 384-392.
Stitzlein, S. (2017) American public education and the responsibility of its citizens : supporting democracy in the age of accountability. New York, NY : Oxford University Press.
Stoughton, E. (2005). Communicating across cultures: discursive challenges and racial identity formation in narratives of middle school students. Race Ethnicity and Education, 8(3), 277-295.
Susag, D. (2006) Why IEFA? Phi Delta Kappan, 88 (3), 201-201.
Swadener, Beth Blue (2010) “At Risk” or “At Promise”? From Deficit Constructions of the “Other Childhood” to Possibilities for Authentic Alliances with Children and Families. International Critical Childhood Policy Studies, 3(1) 7-29.
Warren, J. T. (2004). The Faces of Whiteness: Pitfalls and the Critical Democrat.Communication Education, 53(4), 321-339.
Zinn, Howard (2001) A people’s history of the United States, 1492-present. Chapter 1:Columbus, The Indians, and Human Progress. New York : Perennial Classics.Bibliography for Chapter 1.