Aldridge, J. M. & McChesney, K. (2018). The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, 88, 121-145. https://doi.org/10.1016/j.ijer.2018.01.012 Alim, H.S., Paris, D., & Wong, S.P. (2020). Culturally sustaining pedagogy: A critical framework for centering communities. In N.S. Nasir, C.D. Lee, R. Pea, & M.M. de Royston (Eds.) Handbook of the Cultural Foundations of Learning (pp. 261-276). Routledge. Allodi, M. W. (2010). Goals and values in school: A model developed for describing, evaluating and changing the social climate of learning environments. Social Psychology of Education: An International Journal, 13(2), 207–235. https://doi.org/10.1007/s11218-009-9110-6 Anderson, D.L. and Graham, A.P. (2016) Improving Student Wellbeing: Having a Say at School. School Effectiveness and School Improvement, 27(3), 348-366. https://doi.org/10.1080/09243453.2015.1084336 Barron, B., & Darling-Hammond, L. (2010 ). Prospects and challenges for inquiry-based approaches to learning. In H. Dumont, D. Istance, & F. Benavides (Eds), The nature of learning: Using research to inspire practice (pp. 199-226). Organisation for Economic Co-Operation and Development (OECD). Baysu, G., Celeste, L., Brown, R., Verschueren, K., & Phalet, K. (2016). Minority adolescents in ethnically diverse schools: Perceptions of equal treatment buffer threat effects. Child Development, 87(5), 1352-1366. https://doi.org/10.1111/cdev.12609 Blömeke, S., Gustafsson, J., & Shavelson, R. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223, 3–13. https://doi.org/10.1027/2151- 2604/a000194. Brockenbrough, E. (2011). Agency and abjection in the closet: The voices (and silences) of Black queer male teachers. International Journal of Qualitative Studies in Education, http://dx.doi.org/10.1080/09518398.2011.590157 Carter, P. L. & Welner, K. G. (2013). Closing the opportunity gap: What America must do to give every child an even chance. Oxford University Press. 10.3102/0091732X17690498 Dillard, G. (2021, April 30). Epistemic humility: An ancient path to wisdom. Medium. https://medium.com/lessons-from-history/epistemic-humility-an-ancient-path-to-wisdom-116511b88156 Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Jouranl of Research on Adolescence, 21(1), 225-241. https://doi.org/10.1111/j.1532-7795.2010.00725.x Freire, P. (1994). Pedagogy of the Oppressed. New York: Continuum. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press. Grant, A. (2021). Think Again: The Power of Knowing What You Don’t Know. Viking Press. Green, L. (2022). Agency: The force and compass of transformation. Journal of Transformative Education, 20(2), 105-121. DOI: 10.1177/15413446211028522 Harro, B. (2018). The cycle of socialization. In M. Adams, W. Blumenfeld, D. Chase J. Catalano, K. DeJong, H. W., Hackman, L. E. Hopkins, B. J. Love, M. L. Peters, D. Shlasko, & X. Zúñiga (Eds.), Readings for diversity and social justice (4th ed., pp. 27-33). Routledge. Heineke, A. J. & Vera, E. M. (2022). Beyond language and academics: Investigating teachers’ preparation to promote social-emotional well-being of emergent bilingual learners. Journal of Teacher Education 73 (2), 145-158. Heikamp, T., Phalet, K., Van Laar, C., & Verschueren, K. (2020). To belong or not to belong: Protecting minority engagement in the face of discrimination. International Journal of Psychology, 55(5), 779-788. https://doi.org/10.1002/ijop.12706 Kaba, M. (2021). We do this til’ we free us: Abolitionist organizing and transforming justice. Haymarket Books. Kendi, I. X. (2017). Stamped from the beginning: The definitive history of racist ideas in America. Bold Type Books. Kimmerer, R. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge and the teachings of plants. Milkweed Editions. Lee, C. D. (2017). Integrating research on how people learn and learning across settings as a window of opportunities to address inequality in educational processes and outcomes. Review of Research in Education, 41, 88-111. doi: 10.3102/0091732X17690498 Loermans, A. C., de Koning, B. B., & Krabbendam, L. (2019). Agency and time representation in English and Dutch speakers. Journal of Language and Social Psychology. DOI: 10.1177/0261927X18824619 Love, B. L. (2017). A rachet lens: Black queer youth, agency, hip hop, and the Black ratchet imagination. Educational Researcher, 46(9), 539-547. DOI: 10.3102/0013189X17736520 Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Boston, MA: Beacon Press. Mezirow, J. (2012). Learning to think like an adult: Core concepts of transformational theory. In E. W. Taylor, P. Cranton and Associates (Eds.), The handbook of transformative learning (pp. 73-95). Jossey-Bass. Meinck, S., Fraillon, J., & Strietholt, R. (2022). The impact of the COVID-19 pandemic on education: International evidence from the Responses to Educational Disruption Survey (REDS). Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000380398 Mitchell, K. (2013). Race, difference, meritocracy, and English: Majoritarian stories in the education of secondary multilingual learners. Race Ethnicity and Education. 16(3), 339-364. doi:10.1080/13613324.2011.64556 Muller, L.M.,& Goldenberg, G. (2020). Education in times of crisis: The potential implications for school closures for teachers and students: A review of research evidence on school closures and international approaches to education during the COVID 19 pandemic. Chartered College of Teaching: https://my.chartered.college/wp-content/uploads/2020/05/CCTReport150520_FINAL.pdf Nieto, S. (2021). Culture and learning. In J. Banks (Ed.), Transforming multicultural education policy & practice: Expanding educational opportunity (pp. 111-136). Teachers College Press. Noyes, A. (2008). Choosing teachers: Exploring agency and structure in the distribution of newly qualified teachers. Teaching and Teacher Education, 24, 674-683. doi:10.1016/j.tate.2007.09.005 Perry, B. D. & Winfrey, O. (2021). What happened to you?: Conversations on trauma, resilience, and healing. Flatiron Books: An Oprah Book. Salazar, M. (2013). A humanizing pedagogy: Reinventing the principles and practices of education as a journal toward liberation. Review of Research in Education, 37, 121-148. Schwarzenthal, M., Schachner, M. K., Juang, L. P. (2020). Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence. European Journal of Social Psychology, 50(2), 323-346. https://doi.org/10.1002/ejsp.2617 Sealey-Ruiz, Y. (n.d.). Archaeology of Self. https://www.yolandasealeyruiz.com/archaeology-of-self Sealey-Ruiz, Y. (2022). The critical literacy of race: Toward racial literacy in urban teacher education. In H. R. Milner IV & K. Lomotey (Eds), Handbook of urban education (2nd ed; pp. 281-295). Routledge. Sherman, B. & Teemant, A. (2021). Agency, identity, power: An agentive triad model for teacher action. Educational Philosophy and Theory. DOI: 10.1080/00131857.2021.1929174 Simpson, L. B. (2017). As We Have Always Done: Indigenous Freedom Through Radical Resistance. University of Minnesota Press. Siperstein, G. N., Ballard, S. C., Jacobs, H. E., Rodriquez, J., & Shriver, T. P. (2022). “A Place for Everybody”: Students’ Perspectives on Inclusive Behavior in School. Educational Researcher, 51(6), 387–398. https://doi org.proxy.ulib.uits.iu.edu/10.3102/0013189X221090509 Souto-Manning, M. & Winn , L. (2019). Toward shared commitments for teacher education: Transformative justice as an ethical imperative. Theory Into Practice, 58(4), 308-317. https://doi-org.proxy.ulib.uits.iu.edu/10.1080/00405841.2019.1626619 Spencer, M. B., Offidani-Bertrand, C., Harris, K., & Velez, G. (2020). Examining links between culture, identity, and learning. In N. S., Nasir, C. D. Lee, R. Pea, & M. McKinney de Royston (Eds.), Handbook of the cultural foundations of learning (pp. 44- 61). Routledge. Stetsenko , A. (2017). Putting the radical notion of equality in the service of disrupting inequity in education: Research findings and conceptual advances on the infinity of human potential. Review of Research in Education, 41(1), 112-135. https://doi.org/10.3102/0091732X16687524 Teemant, A., Leland, C., & Berghoff, B. (2014). Development and validation of a measure of critical stance for instructional coaching. Teaching and Teacher Education, 39, 136-147. doi:10.1016/j.tate.2013.11.008 Tharp, R. G., Estrada, P., Dalton, S. S., & Yamauchi, L. A. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder, CO: Westview Press. Tharp, R. G. (2006). Four hundred years of evidence: Culture, pedagogy, and Native America. Journal of American Indian Education, 45(2), 6-25. Theberath M, Bauer D, Chen W., Salinas, M., Mohabbat, A. B., Yang, J., Chon, T. Y., Bauer, B. A., Wahner-Roedler, D. L. (2022). Effects of COVID-19 pandemic on mental health of children and adolescents: A systematic review of survey studies. SAGE Open Medicine, 10(1), 1-14. https://doi.org/10.1177/20503121221086712 Venet, A. S. (2021). Equity-centered trauma-informed education. W.W. Norton & Company. Viesca, K. M. & Gray, T. (2021). Disrupting evasion pedagogies. Journal of Language, Identity and Education, 20(3), 213-220. https://doi.org/10.1080/15348458.2021.1893173 Viesca, K.M., Strom, K., Hammer, S., Masterson, J., Linzell C.H., Mitchell-McCollough, J., & Flynn, N. (2019). Developing a complex portrait of content teaching for multilingual learners via nonlinear theoretical understandings. Review of Research in Education, 43, 304-335. https://doi.org/10.3102/0091732X18820910 Viesca, K. M., Teemant, A., Alisaari, J., Ennser-Kananen, J., Flynn, N., Hammer, S.Perumal, R., & Routarinne, S. (2022). Quality content teaching for multilingual students: An international examination of instructional practices in four nations. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2022.103649 Winn, M.T., & Winn, L. T. (2019). This issue. Theory Into Practice, 58(4), 305-307. https://doi-org.proxy.ulib.uits.iu.edu/10.1080/00405841.2019.1626621