Basics of qualitative research: Grounded theory procedures and techniques

Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading
and writing abilities This narrow interpretation of literacy, an
offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary
research has begun to undermine the authority of this
perspective by situating literacy in larger social practices

Social Linguistics and Literacies: Ideology in Discourses.

American Bankruptcy Institute Law Review 17 Am. Bankr. Inst. L. Rev., No. 1, Spring, 2009. Boston College Law Review 50 B.C. L. Rev., No. 3, May, 2009. Boston University Public Interest Law Journal 18 B.U. Pub. Int. L.J., No. 2, Spring, 2009. Cardozo Journal of Conflict Resolution 10 Cardozo J. Conflict Resol., No. 2, Spring, 2009. Cardozo Public Law, Policy, & Ethics Journal 7 Cardozo Pub. L. Pol’y & Ethics J., No. 3, Summer, 2009. Chicago Journal of International Law 10 Chi. J. Int’l L., No. 1, Summer, 2009. Colorado Journal of International Environmental Law and Policy 20 Colo. J. Int’l Envtl. L. & Pol’y, No. 2, Winter, 2009. Columbia Journal of Law & the Arts 32 Colum. J.L. & Arts, No. 3, Spring, 2009. Connecticut Public Interest Law Journal 8 Conn. Pub. Int. L.J., No. 2, Spring-Summer, 2009. Cornell Journal of Law and Public Policy 18 Cornell J.L. & Pub. Pol’y, No. 1, Fall, 2008. Cornell Law Review 94 Cornell L. Rev., No. 5, July, 2009. Creighton Law Review 42 Creighton L. Rev., No. 3, April, 2009. Criminal Law Forum 20 Crim. L. Forum, Nos. 2-3, Pp. 173-394, 2009. Delaware Journal of Corporate Law 34 Del. J. Corp. L., No. 2, Pp. 433-754, 2009. Environmental Law Reporter News & Analysis 39 Envtl. L. Rep. News & Analysis, No. 7, July, 2009. European Journal of International Law 20 Eur. J. Int’l L., No. 2, April, 2009. Family Law Quarterly 43 Fam. L.Q., No. 1, Spring, 2009. Georgetown Journal of International Law 40 Geo. J. Int’l L., No. 3, Spring, 2009. Georgetown Journal of Legal Ethics 22 Geo. J. Legal Ethics, No. 2, Spring, 2009. Golden Gate University Law Review 39 Golden Gate U. L. Rev., No. 2, Winter, 2009. Harvard Environmental Law Review 33 Harv. Envtl. L. Rev., No. 2, Pp. 297-608, 2009. International Review of Law and Economics 29 Int’l Rev. L. & Econ., No. 1, March, 2009. Journal of Environmental Law and Litigation 24 J. Envtl. L. & Litig., No. 1, Pp. 1-201, 2009. Journal of Legislation 34 J. Legis., No. 1, Pp. 1-98, 2008. Journal of Technology Law & Policy 14 J. Tech. L. & Pol’y, No. 1, June, 2009. Labor Lawyer 24 Lab. Law., No. 3, Winter/Spring, 2009. Michigan Journal of International Law 30 Mich. J. Int’l L., No. 3, Spring, 2009. New Criminal Law Review 12 New Crim. L. Rev., No. 2, Spring, 2009. Northern Kentucky Law Review 36 N. Ky. L. Rev., No. 4, Pp. 445-654, 2009. Ohio Northern University Law Review 35 Ohio N.U. L. Rev., No. 2, Pp. 445-886, 2009. Pace Law Review 29 Pace L. Rev., No. 3, Spring, 2009. Quinnipiac Health Law Journal 12 Quinnipiac Health L.J., No. 2, Pp. 209-332, 2008-2009. Real Property, Trust and Estate Law Journal 44 Real Prop. Tr. & Est. L.J., No. 1, Spring, 2009. Rutgers Race and the Law Review 10 Rutgers Race & L. Rev., No. 2, Pp. 441-629, 2009. San Diego Law Review 46 San Diego L. Rev., No. 2, Spring, 2009. Seton Hall Law Review 39 Seton Hall L. Rev., No. 3, Pp. 725-1102, 2009. Southern California Interdisciplinary Law Journal 18 S. Cal. Interdisc. L.J., No. 3, Spring, 2009. Stanford Environmental Law Journal 28 Stan. Envtl. L.J., No. 3, July, 2009. Tulsa Law Review 44 Tulsa L. Rev., No. 2, Winter, 2008. UMKC Law Review 77 UMKC L. Rev., No. 4, Summer, 2009. Washburn Law Journal 48 Washburn L.J., No. 3, Spring, 2009. Washington University Global Studies Law Review 8 Wash. U. Global Stud. L. Rev., No. 3, Pp.451-617, 2009. Washington University Journal of Law & Policy 29 Wash. U. J.L. & Pol’y, Pp. 1-401, 2009. Washington University Law Review 86 Wash. U. L. Rev., No. 6, Pp. 1273-1521, 2009. William Mitchell Law Review 35 Wm. Mitchell L. Rev., No. 4, Pp. 1235-1609, 2009. Yale Journal of International Law 34 Yale J. Int’l L., No. 2, Summer, 2009. Yale Journal on Regulation 26 Yale J. on Reg., No. 2, Summer, 2009.

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Current index to legal periodicals

Children of Immigration

The Politics of Education: Culture, Power, and Liberation.

Internalized racism describes the conscious and unconscious acceptance of a racial hierarchy where whites are consistently ranked above People of Color. Although scholars across multiple disciplines have discussed this concept, the role of schools in instilling and perpetuating internalized racism within Students of Color has very rarely been examined. This paper is a conceptual piece that utilizes a Critical Race Theory framework to acknowledge the racialized experiences within classroom pedagogy, curriculum, and unequal school resources. We examine how these factors can negatively affect racial group-identity and contribute to internalized racism for Students of Color. Because internalized racism works to sustain educational and social inequity, this paper also explores ways that schools can function to break this cycle.

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Naming Racism: A Conceptual Look at Internalized Racism in U.S. Schools

/pdf/our-experiences-our-methods-using-grounded-theory-to-inform-50tv0nexee.pdf

Our Experiences, Our Methods: Using Grounded Theory to Inform a Critical Race Theory Methodology

/pdf/building-critical-race-methodologies-in-educational-research-32znmwksd5.pdf

Building Critical Race Methodologies in Educational Research: A Research Note on Critical Race Testimonio

Introduction I'm here because my parents don't have legal status.... All of us have to fight for the rights of immigrants ... [and] all of us have to do our part--Patricia, eighth-grade student, quoted by Soto in the San Diego Union-Tribune, March 30, 2006. IT SHOULD NOT HAVE BEEN SURPRISING THAT YOUTH WERE CENTER STAGE AS POLITICAL actors responding to the recent attacks against human and civil rights in the United States. Like generations of youth activists before, participants in this movement challenged anti-immigrant sentiment and used powerful methods to ensure that their voice would be heard. Whether they walked out of school, organized sit-ins, conducted educational forums, or contributed to voter registration initiatives, Latina/o youth (1) activists flexed their capacity to politically participate in the ongoing immigration debate. At that time, their concern focused on House Resolution (H.R.) 4437. (2) Combined with deaths at the border, (3) abuse at the hands of smugglers and unscrupulous employers, and the division of immigrant families, this bill was another attack against Latina/o immigrants. It became the rallying cry for many, who mobilized in the spring of 2006. In their own way, Latina/o youth responded to these attacks, concerned about their own futures and those of their friends and family. For Latina/o youth who chose to mobilize, many of whom are children of immigrants or are immigrants themselves, their actions were deeply personal. As one high school student commented to a Washington Post reporter, "this is the beginning of a new life. We're going to fight. If our mom or dad gets deported, we feel that pain too" (Shapira, 2006). Beyond the legislative debates and mass marches, another central story line emerged during this coverage: Latina/o youth are causing serious unrest and disturbances in communities throughout the country. In one San Antonio newspaper, it was reported that "for many people, the sight of a nationwide phenomenon of students taking the streets is disrespectful, aggravating, and insulting" (Clack, 2006). Adding to this negative portrayal, media depicted youth as "uninformed" about the issue and "acting out" simply to cause trouble and skip school. Research has noted that negative images such as these have strong influential power, often becoming so imbedded in the minds of audiences that they become difficult to contradict (Gilliam and Bales, 2001). Indeed, the media's portrayal of Latina/o youth as "truants" and "troublemakers" recast an exercise of their constitutionally granted freedom of expression into undesirable and even criminal behavior. By associating these negative images and characterizations with the face of Latina/o youth, media outlets essentially racialized (Omi and Winant, 1989) their portrayals and opinions of them. Consequently, any analysis of these manifestations of youth activism must center on race. A race-based analysis affords us a lens to better understand the racialized images of Latina/o youth activism that dominated mainstream media and enables us to better understand the activism itself as an effort to dismantle the type of racist nativism (4) directed at Latina/o immigrants. This study utilizes a Latina/o Critical Race Theory (LatCrit) framework to understand the central role of race and racism in this Latina/o youth activism. Our objectives are twofold: to give this activism the merit and complexity it deserves and to challenge the negative portrayals of Latina/o youth activists by the mainstream media. Using content analysis of newspaper articles, we argue that the efforts by Latina/o youth activists in the spring of 2006 were multifaceted, conscientious expressions of concern for social justice and human rights. (5) Their actions did not stem from a "desire to skip class," as many media outlets alleged. The activism was oriented toward a more inclusive notion of social justice, (6) defined as the desire and struggle to dismantle the structures of inequality that perpetuate racist nativism and other forms of subordination. …

Battling for Human Rights and Social Justice: A Latina/o Critical Race Media Analysis of Latina/o Student Youth Activism in the Wake of 2006 Anti-Immigrant Sentiment

/pdf/falling-through-the-cracks-critical-transitions-in-the-2ush8rdpvt.pdf

Falling through the Cracks: Critical Transitions in the Latina/o Educational Pipeline. 2006 Latina/o Education Summit Report. CSRC Research Report. Number 7.

Lindsay Pérez Huber

Papers

Naming Racism: A Conceptual Look at Internalized Racism in U.S. Schools

Our Experiences, Our Methods: Using Grounded Theory to Inform a Critical Race Theory Methodology

Building Critical Race Methodologies in Educational Research: A Research Note on Critical Race Testimonio

Battling for Human Rights and Social Justice: A Latina/o Critical Race Media Analysis of Latina/o Student Youth Activism in the Wake of 2006 Anti-Immigrant Sentiment

Falling through the Cracks: Critical Transitions in the Latina/o Educational Pipeline. 2006 Latina/o Education Summit Report. CSRC Research Report. Number 7.