Publications and links for researchers in urban education
On this page, you will find links to select publications by CUS Administration and Associates. Please note that many of the documents are in PDF format, and will require Adobe Acrobat Reader to be viewed. If you do not have Adobe Acrobat Reader, you may download it here. A valid UTORid may also be required to access these publications.
Mollie V. Blackburn & Lance M. McCready (November 2013) Lesbian, Gay, Bisexual, Transgender, Queer and Questioning People & Issues in Urban Education, Handbook of Urban Education, Routledge
McCready, L. T. (2013). Conclusion to special issue on queer of colour knowledge production. Curriculum Inquiry, 43(4), 512-522.
Gaztambide-Fernández, R., Vander Dussen, E., & Cairns, K. (2012). “The mall” and “the plant:” Choice and the classed construction of possible futures in two specialized arts programs. Education and Urban Society. DOI: 10.1177/0013124512438226
Goldstein, T. (2012). Performed ethnography and research-informed theatre: A reflective assessment. Youth Theatre Journal, 26(1), 88-100.
Sintos-Coloma, R. (2012). White gazes, brown breasts: Imperial feminism and disciplining desires and bodies in colonial encounters. Paedagogica Historica, 48 (2), 243-261.
Ast, D. (2011). Challenging classism and deficit-thinking in our schools. In C. Rolheiser, M. Evans, & M. Gambhir (Eds.). Inquiry into practice: Reaching every student through inclusive curriculum (pp. 19-20). Toronto, ON: OISE/UT.
Chambers-Venzant, T. and McCready, L. T. (2011). “Making Space” for ourselves: Gay/Gender-nonconforming and lower-track African American student responses to their marginalization. Urban Education, 46(6), 1352-1378
Cummins, J. (2011). The intersection of cognitive and sociocultural factors in the development of reading comprehension among immigrant students. Reading and Writing: An Interdisciplinary Journal. DOI: 10.1007/s11145-010-9290-7
Cummins, J. (2011). Identity matters: From evidence-free to evidence-based policies for promoting achievement among students from marginalized social groups. Writing & Pedagogy, 3(2), 189-216.
Esmonde, I. (2011). Mathematics learning in groups: Analysing equity within an activity structure. In D. Wagner, B. Herbel-Eisenmann, & J. Choppin (Eds.). Equity in discourse for mathematics education: Theories, practices, and policies (pp. 51-67). New York: Springer.
Gallagher, K. (2011). Roma refugee youth and Applied Theatre: Imagining a future vernacular. NJ (National Journal of Drama Australia), 35, 2011
Gallagher, K. (2011). In search of a theoretical basis for storytelling in education research. International Journal of Research and Method in Education, 34(1): 49-61.
Gallagher, K. & Freeman, B. (2011). Multi-site ethnography, hypermedia, and the productive hazards of digital methods: a struggle for liveness. Ethnography and Education, 6(3): 357-373
Gallagher, K. & Wessels, A. (2011). Emergent pedagogy and affect in collaborative research: A metho-pedagogical paradigm. Pedagogy, Culture and Society, 19(2): 239-258.
Gallagher, K. & Rivière, D. (2011). Putting Inner City Students First Handbook for Urban Educators. Available online at http://cus.oise.utoronto.ca/Research/Putting_Inner_City_Students_First/index.html
Gaztambide-Fernández, R. (2011). A cultural production approach to anti-oppressive inclusion. In C. Rolheiser, M. Evans, & M. Gambhir (Eds.). Inquiry into practice: Reaching every student through inclusive curriculum (pp. 13-14). Toronto: OISE/UT.
Gaztambide-Fernández, R. (2011). Bullshit as resistance: Justifying unearned privilege among students at an elite boarding school. International Journal of Qualitative Studies in Education, 24(5), 581-586.
Gaztambide-Fernández, R. (2011). Musicking in the city: Reconceptualizing urban music education as cultural practice. Action, Criticism, and Theory for Music Education, 10(1), 14-45. Available online at http://act.maydaygroup.org/php/archives_v10.php#10_1
Gaztambide-Fernández, R., Cairns, K., Kawashima, Y., Menna, L., & Vander Dussen, E. (2011). Portraiture as pedagogy: Learning research through the exploration of context and methodology. International Journal of Education and the Arts, 12(4), 1-29.
McCready, L. T. (2011). Call and response: How narratives of black queer youth inform popular discourses of the “boy crisis” in education. International Journal of Inclusive Education, 16(4), 391-406.
Niyozov, S. (2011). Easier said than done: Taking religious and cultural dimensions seriously. In C. Rolheiser, M. Evans, & M. Gambhir (Eds.), Inquiry into practice: Reaching every student through inclusive curriculum (pp. 27-29).Toronto: OISE/UT.
Niyozov, S. (2011). Teachers’ view on their work with Muslim schooling in a primary school. In C. Rolheiser, M. Evans, & M. Gambhir (Eds.), Inquiry into practice: Reaching every student through inclusive curriculum (pp.114-115). Toronto: OISE/UT.
Niyozov, S., & Memon, N. (2011). Islamic education and Islamization: Evolution of themes, continuities and new directions. Journal of Muslim Minority Affairs, 31(1), 6-34.
Rivière, D. (2011). Looking from the outside/in: Re-thinking research ethics review. Journal of Academic Ethics, 9(3), 193-204. DOI: 10.1007/s10805-011-9139-y
Simon, R. (2011). On the human challenges of multiliteracies pedagogy. Contemporary Issues in Early Childhood, 12(4), pp. 362-366.
Takeuchi, M., & Esmonde, I. (2011). Professional development as discourse change: Teaching mathematics to English learners. Pedagogies: An International Journal, 6(4), 331-346.
McCready, L. T. (2010). Black queer bodies, afrocentric reform and masculine anxiety in an African dance program. International Journal of Critical Pedagogy, 3(1), 52-67.
McCready, L. T. and Soloway, G. (2010). Teachers’ perceptions of challenging student behaviours in model inner city schools. Journal of Emotional and Behavioral Difficulties, 15(2), 111-123.
Blackburn, M. and McCready, L. T. (2009). Voices of queer youth in urban schools. Theory Into Practice, 48, 222-230.
Gallagher, K. (2007). The theatre of urban: Youth and schooling in dangerous times. Toronto, ON: University of Toronto Press.
Gallagher, K. & Lortie, P. (2007). Building theories of their lives: Youth engaged in drama research. In D. Thiessen & A. Cooke-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 405 - 437). New York: Springer.
Goldstein, T., Russell, V. & Daley, A. (2007). Safe, positive and queering moments in teaching education and schooling: A conceptual framework. Teaching Education, 18(3), 183 - 199.
Kugler, J. & Flessa, J. (2007). Leadership for parent and community involvement: Lessons from recent research in Ontario. Education Today, 19(1), 1 - 6.
Gallagher, K. & Fusco, C. (2006). I.D.ology and the technologies of public (school) space: An ethnographic inquiry into the neo-liberal tactics of social (re)production. Ethnography and Education, 1(3), 301 - 318.
Gallagher, K. & Rivière, D. (2004). Pink... with shades of grey: Mediating moments of diversity in urban secondary classrooms. Westminster Studies in Education, 27(2), 127 - 141.
Flessa, J. (2007). Poverty and education: Towards effective action. A review of the literature. Toronto, ON: Elementary Teachers' Federation of Ontario.
Goldstein, T. (2004). Snakes & Ladders. Unpublished play script.