Helen Aberton (2012) Material enactments of identities and learning in everyday community practices: implications for pedagogy, Pedagogy, Culture & Society, 20:1, 113-136, DOI: 10.1080/14681366.2012.649418

Alemán, S. M., & Alemán, E. (2016). Critical Race Media Projects: Counterstories and Praxis (Re)Claim Chicana/o Experiences. Urban Education, 51(3), 287–314 https://doi.org/10.1177/0042085915626212

Amorim, A. N., Jeon, L., Abel, Y., Felisberto, E. F., Barbosa, L. N. F., & Natália, M. D. (2020). Using escribo play video games to improve phonological awareness, early reading, and writing in preschool. Educational Researcher, 49(3), 188-197. doi:http://dx.doi.org.ezproxy3.library.arizona.edu/10.3102/0013189X20909824

Anderson, A. (2012). The Influence of Process Drama on Elementary Students’ Written Language. Urban Education, 47(5), 959–982. https://doi.org/10.1177/0042085912446165

Bang, M., Marin, A., Faber, L., & Suzukovich, E. S. (2013). Repatriating Indigenous Technologies in an Urban Indian Community. Urban Education, 48(5), 705–733. https://doi.org/10.1177/0042085913490555

Banting, N., & Williams, C. (2020). Children’s Games and Games for Children. The Mathematics Teacher, 113(12), 983-988. doi:10.5951/mtlt.2020.0110


Barajas-López, F., & Bang, M. (2018) Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program, Equity & Excellence in Education, 51:1, 7-20, DOI: 10.1080/10665684.2018.1437847


Aspa Baroutsis, Glenda McGregor & Martin Mills (2016) Pedagogic voice: student voice in teaching and engagement pedagogies, Pedagogy, Culture & Society, 24:1, 123-140, DOI: 10.1080/14681366.2015.1087044


Janet Batsleer (2011) Voices from an edge. Unsettling the practices of youth voice and participation: arts-based practice in The Blue Room, Manchester, Pedagogy, Culture & Society, 19:3, 419-434, DOI: 10.1080/14681366.2011.607842


Beach, D., & Sernhede, O. (2012). Learning Processes and Social Mobilization in a Swedish Metropolitan Hip-Hop Collective. Urban Education, 47(5), 939–958. https://doi.org/10.1177/0042085912437415


Behizadeh, N. (2014). Mitigating the dangers of a single story: Creating large-scale writing assessments aligned with sociocultural theory. Educational Researcher, 43(3), 125. Retrieved from http://ezproxy.library.arizona.edu/login?url=https://www-proquest-com.ezproxy3.library.arizona.edu/scholarly-journals/mitigating-dangers-single-story-creating-large/docview/1519411238/se-2?accountid=8360


Berland, Leema K, Schwarz, Christina V, Krist, Christina, Kenyon, Lisa, Lo, Abraham S, & Reiser, Brian J. (2016). Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching, 53(7), 1082-1112.


Bevan, B., Gutwill, J, P., Petrich, M., & Wilkinson, K. (2015). Learning through STEM-Rich Tinkering: Findings from a Jointly Negotiated Research Project Taken up in Practice. Science Education, 99(1), 98-120.


Bevan, Bronwyn, Gutwill, Joshua P, Petrich, Mike, & Wilkinson, Karen. (2015). Learning Through STEM-Rich Tinkering: Findings From a Jointly Negotiated Research Project Taken Up in Practice. Science Education (Salem, Mass.), 99(1), 98-120.


Bevan, B., Ryoo, J., & Shea, M. (2017). What If? Building creative cultures for STEM making and learning. Afterschool Matters, 25, 1-8.


Bill, V., & Fayard, A-L. (2017, June). Building an entrepreneurial and innovative culture in a university makerspace. Paper presented at ASEE Annual Conference and Exposition


Blikstein, P., & Worsley, M. A. B. (2016). Children Are Not Hackers: Building a Culture of Powerful Ideas, Deep Learning, and Equity in the Maker Movement. In K. Peppler, E. Halverson, & Y. B. Kafai (Eds.), Makeology (1st ed., Vol. 1). Routledge.


Blikstein, P., Kabayadondo, Z., Martin, A., & Fields, D. (2017). An assessment instrument of technological literacies in makerspaces and FabLabs. Journal of Engineering Education, 106(1), 149-175.


Brandt, C., Cennamo, B., Douglas, K., Vernon, S., McGrath, M., & Reimer, M. (2013). A theoretical framework for the studio as a learning environment. International Journal of Technology and Design Education, 23(2), 329-348.


Brown, R., & Antink-Meyer, A. (2017). Makerspaces in Informal Settings. Educational Technology, 57(2), 75-77. Retrieved January 27, 2021, fromhttp://www.jstor.org.ezproxy1.library.arizona.edu/stable/444305299


Ma, T., Brown, I. A., Kulm, G., Davis, T. J., Lewis, C. W., & Allen, G. D. (2016). Constructing and Role-Playing Student Avatars in a Simulation of Teaching Algebra for Diverse Learners. Urban Education, 51(5), 534–555. https://doi.org/10.1177/0042085914542658

Buchholz, Beth, Shively, Kate, Peppler, Kylie, & Wohlwend, Karen. (2014). Hands On, Hands Off: Gendered Access in Crafting and Electronics Practices. Mind, Culture and Activity, 21(4), 278-297.


Calabrese Barton, A., & Tan, E. (2018). A longitudinal study of equity-oriented STEM-rich making among youth from historically marginalized communities. American Educational Research Journal, 55(4), 761-800.


Calabrese Barton, A., Tan, E., & Greenberg, D. (2017). The makerspace movement: Sites of possibilities for equitable opportunities to engage underrepresented youth in STEM. Teachers College Record, 119(7), 1-44.


Camilleri, Mark Anthony, & Camilleri, Adriana Caterina. (2017). Digital Learning Resources and Ubiquitous Technologies in Education. Technology, Knowledge and Learning, 22(1), 65-82.


Chachra, D. (2017). Beyond Making. In Sayers J. (Ed.), Making Things and Drawing Boundaries: Experiments in the Digital Humanities (pp. 319-321). Minneapolis; London: University of Minnesota Press. doi:10.5749/j.ctt1pwt6wq.39


Venzant Chambers, T. T., & McCready, L. T. (2011). “Making Space” for Ourselves: African American Student Responses to Their Marginalization. Urban Education, 46(6), 1352–1378. https://doi.org/10.1177/0042085911400322


Chávez, A. F., Ke, F., & Herrera, F. A. (2012). Clan, sage, and sky: Indigenous, hispano, and mestizo narratives of learning in new mexico context. American Educational Research Journal, 49(4), 775. Retrieved from http://ezproxy.library.arizona.edu/login?url=https://www-proquest-com.ezproxy1.library.arizona.edu/scholarly-journals/clan-sage-sky-indigenous-hispano-mestizo/docview/1026558503/se-2?accountid=8360


Christensen, Rhonda, Eichhorn, Koos, Prestridge, Sarah, Petko, Dominik, Sligte, Henk, Baker, Rowland, . . . Knezek, Gerald. (2018). Supporting Learning Leaders for the Effective Integration of Technology into Schools. Technology, Knowledge and Learning, 23(3), 457-472.


Conklin, H. G. (2014). Toward more joyful learning: Integrating play into frameworks of middle grades teaching. American Educational Research Journal, 51(6), 1227. Retrieved from http://ezproxy.library.arizona.edu/login?url=https://www-proquest-com.ezproxy1.library.arizona.edu/scholarly-journals/toward-more-joyful-learning-integrating-play-into/docview/1635052179/se-2?accountid=8360


Cross, A. (2018). Tinkering in K-12: An Exploratory Mixed Methods Study of Makerspaces in Schools as an Application of Constructivist Learning, ProQuest Dissertations and Theses.


Curry, M. W. (2016). Will you stand for me? authentic cariño and transformative rites of passage in an urban high school. American Educational Research Journal, 53(4), 883-918. doi:http://dx.doi.org.ezproxy1.library.arizona.edu/10.3102/0002831216660380
Daniela, Linda, & Lytras, Miltiadis D. (2019). Educational Robotics for Inclusive Education. Technology, Knowledge and Learning, 24(2), 219-225.


Julia Davies (2013) Trainee hairdressers’ uses of Facebook as a community of gendered literacy practice, Pedagogy, Culture & Society, 21:1, 147-169, DOI: 10.1080/14681366.2012.748678


Davis, R. L., Schneider, B., & Blikstein, P. (2017).  Making the Invisible Visible: A New Method for Capturing Student Development in Makerspaces. In (Vol. 1, pp. 175–182) . Philadelphia, PA, USA, International Society of the Learning Sciences.


Day, G., Calabrese, B. A., Turner, C., Hardy, K., Akeya, R., Williams, C., . . . Tasker, T. (2020). Community infrastructuring as necessary ingenuity in the COVID-19 pandemic. Educational Researcher, 49(7), 518-523. doi:http://dx.doi.org.ezproxy3.library.arizona.edu/10.3102/0013189X20957614

Dixon, Colin, & Martin, Lee. (2017). Make to Relate: Analyzing Narratives of Community Practice. Cognition and Instruction, 35(2), 103-124.
Dougherty, Dale. (2012). The Maker Movement. Innovations (Cambridge, Mass.), 7(3), 11-14.


Duke, N. K., Halvorsen Anne-Lise, Strachan, S. L., Kim, J., & Spyros, K. (2021). Putting PjBL to the test: The impact of project-based learning on second graders’ social studies and literacy learning and motivation in low-SES school settings. American Educational Research Journal, 58(1), 160-200. doi:http://dx.doi.org.ezproxy1.library.arizona.edu/10.3102/000283122092963

Ngo, B., Dyke, E., & LoBello, J. (2018). Connecting as “Family” in Educative Relationships: Insights From a Media Program Serving Hmong Immigrant Youth. Urban Education, 53(9), 1126–1153. https://doi.org/10.1177/0042085917697202


Ebenezer, J., Kaya, O.N. and Ebenezer, D.L. (2011), Engaging students in environmental research projects: Perceptions of fluency with innovative technologies and levels of scientific inquiry abilities. J. Res. Sci. Teach., 48: 94-116.https://doi.org/10.1002/tea.20387

Eddy Spicer, David H. (2013). “Soft Power” and the Negotiation of Legitimacy: Collective Meaning Making in a Teacher Team. Mind, Culture and Activity, 20(2), 150-169.
Lewis Ellison, T. (2019). The Matter of Parents’ Stories: Urban African American Mothers’ Counter-Stories About the Common Core State Standards and Quality Teaching. Urban Education, 54(10), 1431–1461. https://doi.org/10.1177/0042085917702199


Falk, J.H. and Needham, M.D. (2011), Measuring the impact of a science center on its community. J. Res. Sci. Teach., 48: 1-12. https://doi.org/10.1002/tea.20394


Tara Fenwick & Paolo Landri (2012) Materialities, textures and pedagogies: socio-material assemblages in education, Pedagogy, Culture & Society, 20:1, 1-7, DOI: 10.1080/14681366.2012.649421


Fields, D. A., Kafai, Y., Nakajima, T., Goode, J., & Margolis, J. (2018). Putting Making into High School Computer Science Classrooms: Promoting Equity in Teaching and Learning with Electronic Textiles in Exploring Computer Science, Equity & Excellence in Education, 51(1), 21-35, DOI: 10.1080/10665684.2018.1436998


Forkosh Baruch, Alona, & Erstad, Ola. (2018). Upbringing in a Digital World: Opportunities and Possibilities. Technology, Knowledge and Learning, 23(3), 377-390.


Katja Frimberger (2016) Towards a well-being focussed language pedagogy: enabling arts-based, multilingual learning spaces for young people with refugee backgrounds, Pedagogy, Culture & Society, 24:2, 285-299, DOI: 10.1080/14681366.2016.1155639


Gallivan, H. (2020). Revising Tasks to Be Culturally Relevant. The Mathematics Teacher, 113(10), E43-E50. doi:10.5951/mtlt.2019.0084


Gerrard, C. (2021). “It’s More Than Playing Music”: Exploring Band in a Predominantly Latinx Community. Bulletin of the Council for Research in Music Education, (227), 66-85. doi:10.5406/bulcouresmusedu.227.0066


Hall, Rogers, Shapiro, Ben Rydal, Hostetler, Andrew, Lubbock, Helen, Owens, David, Daw, Colleen, & Fisher, Douglas. (2020). Here-and-Then: Learning by Making Places with Digital Spatial Story Lines. Cognition and Instruction, 38(3), 348-373.


Halverson, E. R., & Sheridan, K. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495-504.


Anne Harris & Andrea Lemon (2012) Bodies that shatter: creativity, culture and the new pedagogical imaginary, Pedagogy, Culture & Society, 20:3, 413-433, DOI: 10.1080/14681366.2012.712054


He, Y., Bettez, S. C., & Levin, B. B. (2017). Imagined Community of Education: Voices From Refugees and Immigrants. Urban Education, 52(8), 957–985. https://doi.org/10.1177/0042085915575579


Hill, M. L. (2018). “Thank You, Black Twitter”: State Violence, Digital Counterpublics, and Pedagogies of Resistance. Urban Education, 53(2), 286–302. https://doi.org/10.1177/0042085917747124


Hira, A., & Hynes, M. M. (2016, June), Impromptu Reflection as a Means for Self-Assessment of Design Thinking Skills Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27311


Karin Höijer, Christina Fjellström & Karin Hjälmeskog (2013) Learning space for food: exploring three Home Economics classrooms, Pedagogy, Culture & Society, 21:3, 449-469, DOI: 10.1080/14681366.2013.809374


Holodynski, Manfred. (2013). The Internalization Theory of Emotions: A Cultural Historical Approach to the Development of Emotions. Mind, Culture and Activity, 20(1), 4-38.


Hopwood, N., & Clerke, T. (2016). Professional pedagogies of parenting that build resilience through partnership with families at-risk: a cultural-historical approach. Pedagogy, Culture & Society, 24(4), 599-615.


Hynes, M, & Hynes, W. (2018). If you build it, will they come? Student preferences for Makerspace environments in higher education. International Journal of Technology and Design Education, 28(3), 867-883.


Ifenthaler, Dirk. (2017). Designing Effective Digital Learning Environments: Toward Learning Analytics Design. Technology, Knowledge and Learning, 22(3), 401-404.


Ifenthaler, Dirk, & Erlandson, Benjamin E. (2016). Learning with Data: Visualization to Support Teaching, Learning, and Assessment. Technology, Knowledge and Learning, 21(1), 1-3.


Johnson, A., Brown, J., Carlone, H. and Cuevas, A.K. (2011), Authoring identity amidst the treacherous terrain of science: A multiracial feminist examination of the journeys of three women of color in science. J. Res. Sci. Teach., 48: 339-366. https://doi.org/10.1002/tea.20411


Jones, S., Thiel, J. J., Dávila, D., Pittard, E., Woglom, J. F., Zhou, X., . . . Snow, M. (2016). Childhood geographies and spatial justice: Making sense of place and space-making as political acts in education. American Educational Research Journal, 53(4), 1126-1158. doi:http://dx.doi.org.ezproxy1.library.arizona.edu/10.3102/0002831216655221


Jordan, D. H., & Wilson, C. M. (2017). Supporting African American Student Success Through Prophetic Activism: New Possibilities for Public School–Church Partnerships. Urban Education, 52(1), 91–119. https://doi.org/10.1177/0042085914566098


Kabayadondo, Zaza. (2016). The Prototyping Mind: Rethinking Perception, Affordances, and the Mediation of Cultural Artifacts. Mind, Culture and Activity, 23(2), 154-174.


Kafai, Yasmin B, Fields, Deborah A, & Searle, Kristin A. (2014). Electronic Textiles as Disruptive Designs: Supporting and Challenging Maker Activities in Schools. Harvard Educational Review, 84(4), 532-556.


Kajamaa, Anu, & Kumpulainen, Kristiina. (2019). Young people, digital mediation, and transformative agency, special issue (part 1). Mind, Culture and Activity, 26(3), 201-206.


Kajamaa, Anu, & Kumpulainen, Kristiina. (2019). Agency in the making: Analyzing students’ transformative agency in a school-based makerspace. Mind, Culture and Activity, 26(3), 266-281.


Amanda Keddie (2012) Poetry and prose as pedagogical tools for addressing difficult knowledges: translocational positionality and issues of collective political agency, Pedagogy, Culture & Society, 20:2, 317-332, DOI: 10.1080/14681366.2012.688768


Keune, A., & Peppler, K. (2017). Maker portfolios as learning and community-building tools inside and outside makerspaces. Philadelphia, PA: International Society of the Learning Sciences.


Larsen, Lasse Juel. (2020). Scaffolding Content and Context: A Revision of Gregory Bateson’s Learning Theory Through a Micro-level Analysis of How Learning Takes Place in the Computer Game StarCraft 2. Technology, Knowledge and Learning, 25(2), 279-295.


Lee, V. J., Tecce DeCarlo, M. J., Grant, A., & Neuman, D. (2021). A Collaborative I-LEARN Project With Kindergarten and Second-Grade Urban Teachers and Students at a University-Assisted School. Urban Education, 56(1), 123–153. https://doi.org/10.1177/0042085916677344


Litts, Breanne K, Widman, Sari A, Lui, Debora A, Walker, Justice T, & Kafai, Yasmin B. (2019). A Maker Studio Model for High School Classrooms: The Nature and Role of Critique in an Electronic Textiles Design Project. Teachers College Record (1970), 121(9), Teachers College record (1970), 2019-09-01, Vol.121 (9).


Love, B. L. (2015). What Is Hip-Hop-Based Education Doing in Nice Fields Such as Early Childhood and Elementary Education? Urban Education, 50(1), 106–131. https://doi.org/10.1177/0042085914563182


Love, B. L. (2017). A ratchet lens: Black queer youth, agency, hip hop, and the black ratchet imagination. Educational Researcher, 46(9), 539-547. doi:http://dx.doi.org.ezproxy3.library.arizona.edu/10.3102/0013189X17736520


Luka Lucić (2016) Changing landscapes, changing narratives: socio-cultural approach for teaching global migrants, Pedagogy, Culture & Society, 24:2, 221-237, DOI: 10.1080/14681366.2016.1149504


Marsh, Jackie, Wood, Elizabeth, Chesworth, Liz, Nisha, Bobby, Nutbrown, Beth, & Olney, Bryony. (2019). Makerspaces in early childhood education: Principles of pedagogy and practice. Mind, Culture and Activity, 26(3), 221-233.


Martin, L., Dixon, C., & Betser, S. (2018). Iterative Design toward Equity: Youth Repertoires of Practice in a High School Maker Space, Equity & Excellence in Education, 51:1, 36-47, DOI: 10.1080/10665684.2018.1436997


Martin, L. (2015) The promise of the maker movement for education. Journal of Pre-College Engineering Education Research (J-PEER): 5(1), 30-39. https://doi.org/10.7771/2157-9288.1099


Mayfield, K. K. (2017). Creating a Critical Genetics Curriculum as a Counternarrative to/in the Urban Imaginary. Urban Education, 52(1), 61–90. https://doi.org/10.1177/0042085914553672


McNeill, K.L. (2011), Elementary students’ views of explanation, argumentation, and evidence, and their abilities to construct arguments over the school year. J. Res. Sci. Teach., 48: 793-823. https://doi.org/10.1002/tea.20430


Jane Merewether (2019) Listening with young children: enchanted animism of trees, rocks, clouds (and other things), Pedagogy, Culture & Society, 27:2, 233-250, DOI: 10.1080/14681366.2018.1460617


Morocz, R. J., & Levy, B., & Forest, C., & Nagel, R. L., & Newstetter, W. C., & Talley, K. G., & Linsey, J. S. (2016, June), Relating Student Participation in University Maker Spaces to their Engineering Design Self-Efficacy Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26070


Dianne Mulcahy (2012) Affective assemblages: body matters in the pedagogic practices of contemporary school classrooms, Pedagogy, Culture & Society, 20:1, 9-27, DOI: 10.1080/14681366.2012.649413


Dianne Mulcahy, Ben Cleveland & Helen Aberton (2015) Learning spaces and pedagogic change: envisioned, enacted and experienced, Pedagogy, Culture & Society, 23:4, 575-595, DOI: 10.1080/14681366.2015.1055128


Mutegi, J.W. (2011), The inadequacies of “Science for All” and the necessity and nature of a socially transformative curriculum approach for african American science education. J. Res. Sci. Teach., 48: 301-316. https://doi.org/10.1002/tea.20410


Department of Education, Communication Learning, Linnécentret for forskning om lärande, Göteborgs universitet, Utbildningsvetenskapliga fakulteten, Gothenburg University, Faculty of Education, . . . The Linnaeus Centre for Research on Learning, Interaction, Mediated Communication in Contemporary Society. (2015). Boundary Objects Revisited: A Comparative Analysis of World Making in Avant-Garde Fashion Design and Animal Husbandry. Mind, Culture and Activity, 22(2), 152-167.


Nichols, T. Philip, & Johnston, Kelly. (2020). Rethinking Availability in Multimodal Composing: Frictions in Digital Design. Journal of Adolescent & Adult Literacy, 64(3), 259-270.


Nielsen, Wendy, & Hoban, Garry. (2015). Designing a digital teaching resource to explain phases of the moon: A case study of preservice elementary teachers making a slowmation. Journal of Research in Science Teaching, 52(9), 1207-1233.


Nouri, Jalal (2019). Students Multimodal Literacy and Design of Learning During Self-Studies in Higher Education. Technology, Knowledge and Learning, 24(4), 683-698.


Parsons, Eileen Carlton, & Carlone, Heidi B. (2013). Culture and science education in the 21st century: Extending and making the cultural box more inclusive. Journal of Research in Science Teaching, 50(1), 1-11.


Passey, Don, Shonfeld, Miri, Appleby, Lon, Judge, Miriam, Saito, Toshinori, & Smits, Anneke. (2018). Digital Agency: Empowering Equity in and through Education. Technology, Knowledge and Learning, 23(3), 425-439.


Paul, P. V., Calzo, J. P., Hirokazu, Y., Rosenbach, S. B., Ceccolini, C. J., & Marx, R. A. (2019). Extracurricular settings as a space to address sociopolitical crises: The case of discussing immigration in gender-sexuality alliances following the 2016 U.S. presidential election. American Educational Research Journal, 56(6), 2262-2294. doi:http://dx.doi.org.ezproxy1.library.arizona.edu/10.3102/0002831219839033


Peppler, K., Keune, A., Xia, F., & Chang, S. (2017). Survey of assessment in makerspaces. Maker Ed Open Portfolio Project: https://makered.org/wp-content/uploads/2018/02/MakerEdOPP_RB17_Survey-of-Assessments-in-Makerspaces.pdf


Íris Susana Pires Pereira & Brenton Doecke (2016) Storytelling for ordinary, practical purposes (Walter Benjamin’s ‘The Storyteller’), Pedagogy, Culture & Society, 24:4, 537-549, DOI: 10.1080/14681366.2016.1210200


Joám Evans Pim. (2018) Preventing violence through hip hop: an evolutionary perspective. Journal of Peace Education 15:3, pages 325-344


Quinn, R., & Nguyen, C. (2017). Immigrant youth organizing as civic preparation. American Educational Research Journal, 54(5), 972-1005. doi:http://dx.doi.org.ezproxy1.library.arizona.edu/10.3102/0002831217712946


Rand Quinn, & Chi Nguyen. (2017). Immigrant Youth Organizing as Civic Preparation. American Educational Research Journal, 54(5), 972-1005.


Tobias Roehl (2012) From witnessing to recording – material objects and the epistemic configuration of science classes, Pedagogy, Culture & Society, 20:1, 49-70, DOI: 10.1080/14681366.2012.649415


Rowsell, J. (2020). “How Emotional Do I Make It?”: Making a Stance in Multimodal Compositions. Journal of Adolescent & Adult Literacy, 63(6), 627-637.


Roth, Wolff‐Michael, & Eijck, Michiel Van. (2010). Fullness of life as minimal unit: Science, technology, engineering, and mathematics (STEM) learning across the life span. Science Education (Salem, Mass.), 94(6), 1027-1048.


Roth, W.‐M., Ritchie, S.M., Hudson, P. and Mergard, V. (2011), A study of laughter in science lessons. J. Res. Sci. Teach., 48: 437-458. https://doi.org/10.1002/tea.20412
Roxas, K., & Vélez, V. (2019). Photovoice as Micro-Invitation: A Case Study of High School Im/migrant Youth Disrupting Everyday Forms of Racism. The High School Journal, 102(4), 267-282. doi:10.2307/26829643


Ryoo, J., & Calabrese Barton, A. (2018). Equity in STEM-rich Making: Pedagogies and Designs. Equity & Excellence in Education. 51 (1), 3-6, DOI: 10.1080/10665684.2018.1436996.


San Pedro, T., Carlos, E., & Mburu, J. (2017). Critical Listening and Storying: Fostering Respect for Difference and Action Within and Beyond a Native American Literature Classroom. Urban Education, 52(5), 667–693. https://doi.org/10.1177/0042085915623346


Scott, K. A., & White, M. A. (2013). COMPUGIRLS’ Standpoint: Culturally Responsive Computing and Its Effect on Girls of Color. Urban Education, 48(5), 657–681. https://doi.org/10.1177/0042085913491219


Sheridan, K. M., Clark, K., & Williams, A. (2013). Designing Games, Designing Roles: A Study of Youth Agency in an Urban Informal Education Program. Urban Education, 48(5), 734–758. https://doi.org/10.1177/0042085913491220


Sheridan, Kimberly M, Halverson, Erica Rosenfeld, Litts, Breanne K, Brahms, Lisa, Jacobs-Priebe, Lynette, & Owens, Trevor. (2014). Learning in the making: A comparative case study of three makerspaces. Harvard Educational Review, 84(4), 505-531.


Singer, J. N. (2016). African American Male College Athletes’ Narratives on Education and Racism. Urban Education, 51(9), 1065–1095. https://doi.org/10.1177/0042085916669749


Hiller A. Spires, Lisa G. Hervey, Gwynn Morris, & Catherine Stelpflug. (2012). Energizing Project-Based Inquiry: Middle-Grade Students Read, Write, and Create Videos. Journal of Adolescent & Adult Literacy, 55(6), 483-493.


Jeanine M. Staples (2012) ‘There are two truths’: African American women’s critical, creative ruminations on love through new literacies, Pedagogy, Culture & Society, 20:3, 451-483, DOI: 10.1080/14681366.2012.714794


Sotiroula Stavrou, Chryso Charalambous & Vicky Macleroy (2021) Translanguaging through the lens of drama and digital storytelling: shaping new language pedagogies in the classroom, Pedagogy, Culture & Society, 29:1, 99-118, DOI: 10.1080/14681366.2019.1692058


Steier, Rolf. (2014). Posing the Question: Visitor Posing as Embodied Interpretation in an Art Museum. Mind, Culture and Activity, 21(2), 148-170.


Stornaiuolo, Amy, & Philip Nichols, T. (2018). Making publics: Mobilizing audiences in high school makerspaces. Teachers College Record (1970), 120(8), 1.


Taines, C. (2012). Intervening in alienation: The outcomes for urban youth of participating in school activism. American Educational Research Journal, 49(1), 53. Retrieved from http://ezproxy.library.arizona.edu/login?url=https://www-proquest-com.ezproxy1.library.arizona.edu/scholarly-journals/intervening-alienation-outcomes-urban-youth/docview/920840645/se-2?accountid=8360


Tan, E., & Calabrese Barton, A. (2018). Towards Critical Justice: Exploring Intersectionality in Community-based STEM-rich Making with Youth from Non-dominant Communities. Equity & Excellence in Education, 51 (1), 48-61, DOI: 10.1080/10665684.2018.1439786.


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