Articles

Articles

2025


Sleeter, C. E. Social fiction: Leavy pioneers a genre. The Qualitative Report 30(2), 3146-3154.


2024


Sleeter, C. Social Fiction: How Leavy Pioneers a New Genre. The Autoethnographer, a literary arts magazine. 


2023

Sleeter, C. Capitalism and caste. In A. Darder, C. Hayes II, & H. Ryan (eds). On class, race, and educational reform (pp. 178-185). London: Bloomsbury.


Sleeter, C. & Garcia, D. Review of: School Choice is not Enough: The Impact of Critical Social Justice Ideology in American Education (Manhattan Institute, February 2023). National Education Policy Center.


Sleeter, C. & Brewer, T. J. Review of: Empowering Parents with School Choice Reduces Wokeism in Education (Heritage Foundation, November 2022).  National Education Policy Center.


Sleeter, C. Support for Diverse Students through Teacher Education Still Needs Presidential Leadership. Journal of Teacher Education. 74(2), 188-190.  https://doi.org/10.1177/0022487123116038

2022

Sleeter, C. Review of Representation of Social Groups in U.S. Education Materials and Why it Matters (New America, 2021). National Education Policy Center.

2021

Sleeter, C. Una red de activistas académicos que utilizan las investigaciones para influir en las políticas hacia la justicia social. In D. Ferrada (Ed.). Educación con justicia social (pp. 164-175). Talca, Chile: Ediciones UCM.

Sleeter, C. Reinventing teacher education: Challenges for our troubled times, Andrew David Gitlin. Educational Studies.

Sleeter, C. Decolonizing early childhood education: Commentary. Kotuitui: New Zealand Journal of Social Sciences Online 16 (2), 247-249

2020

Sleeter, C. Combatir el racismo y el colonialismo por medio de los estudios étnicos. Revista de Educación 387, 39-61. Reprinted in English in H. P. Baptiste & J. H. Writer, Eds. (2021). Visioning Multicultural Education (pp. 44-61). New York: Routledge.

Sleeter, C. Critical Family History: Introduction. Special issue of Genealogy, Spring.
Sleeter, C. On learning to claim text. In S. Steinberg & B. Downs (Eds.) SAGE Handbook of Critical Pedagogies. Los Angeles, CA: SAGE.

Sleeter, C. On learning to thrive in the academy by turning outsiderness into strength. Education Review, Vol. 27.

2019

Torres-Velásquez, E. D., Sleeter, C. E., & Romero, A. Martinez v. state of New Mexico and multicultural education: Divide and conquer? We don’t think so! Association of Mexican American Educators Journal 13(3), 170-194.

Sleeter, C. Introduction to “Emerging from Standardization: Learning to teach for cultural, cognitive, and community relevance.” Guest editor for The Educational Forum 83, 231-236.

Sleeter, C. E. La transformación del currículo en una sociedad diversa: ¿quién y cómo se decide el currículum? Relieve 24(2), 1-12. 

Sleeter, C. E. Considering core assumptions about what it means to teach. Teachers College Record 121(6), 1-4.

2018

Sleeter, C. A framework to improve teaching in multicultural contexts. Education and Self-Development 13(1), 43-54.

Sleeter, C. E. Probing beneath meanings of multicultural education. In Cha, Y. K., Ham, S. H., & Lee, M. S. (2018). Routledge International Handbook of Multicultural Education in Asia Pacific (pp. 23-36). New York: Routledge.

Sleeter, C. E. Multicultural education past, present, and future: Struggles for dialog and power-sharing. International Journal of Multicultural Education 20(1), 5-20.

Sleeter, C. Los estudios étnicos y la justicia social: Hacia una transformación en la pedagogía. En D. Ferrada (Coord.) Políticas Educativas y su Impacto en las Comunidades. Investigación en educación para la justicia social (pág. 41-54). Talca, Chile: Ediciones UCM.

Sleeter, C. E. Learning to teach through controversy. Kappa Delta Pi Record 54: 18-22.

2017

Sleeter, C. Writing fiction for social transformation. Ubiquity: The Journal of Literature, Literacy and the Arts 4(2), 15-33.

Sleeter, C. E. Designing lessons and lesson sequences with a focus on ethnic studies or culturally responsive curriculum. TeachingWorks Repository, University of Michigan.

Sleeter, C. The DeGarmo Lecture 2016: Situating Oneself in a Critical Multicultural History. Professing Education 16(1), 5-10. Reprinted in 2020 in Professing Education 18 (1-2), 6-11.

Sleeter, C. E. Neoliberalism, democracy, and the question of whose knowledge to teach. Teacher Education & Practice 30(2): 307-309.

Sleeter, C. E. Critical race theory and the whiteness of teacher education. Urban Education 52(2).

2016

Sleeter, C. E. Abrazos a Richard Ruiz. Bilingual Research Journal 38 (3-4): 359-360.

Sleeter, C. Commentary: Wrestling with problematics of whiteness in teacher education. International Journal of Qualitative Studies in Education 29(8): 1065-1068.

Sleeter, C. E. Critical family history: Situating family within contexts of power relationships. Journal of Multidisciplinary Research 8(1): 11-24.

Hynds, A. S., Hindle, T., Savage, C., Meyer, L.H., Penetito, W. & Sleeter. C. The impact of teacher professional development to reposition pedagogy for Indigenous students in mainstream schools. The Teacher Educator 51: 230-249.

Jupp, J. C., & Sleeter, C. E. Interview of Christine Sleeter on Multicultural Education: Past, Present, and Key Future Directions. National Youth-At-Risk Journal, 1(2). 

Sleeter, C. E., Montecinos, C. Jiménez, F. Preparing teachers for social justice in the context of education policies that deepen class segregation in schools: The case of Chile. In J. Lampert & B. Burnett (Eds). Teacher education for high poverty schools. Springer.

Sleeter, C. E. Ethnicity and the curriculum. In D. Wyse, L. Hayward & J. Pandya (Eds). The SAGE handbook of curriculum, pedagogy and assessment (pp. 231-246). Los Angeles: SAGE.

Sleeter, C. E. Learning to work while white to challenge racism in higher education. In N. M. Joseph, C. Haynes, & F. Cobb (Eds). Interrogating whiteness and relinquishing power (pp. 13-26). New York: Peter Lang.

2015

Sleeter, C. E., Soriano-Alaya, E., & González-Jimenez, A. J. Community funds of knowledge and immigrant associations: An exploration from southern Spain. In Mitakidou, S. (Ed.) Roma inclusion – International and Greek experiences(pp. 51-67). Thessaloniki: Copy City.

Sleeter, C. E. Multicultural education vs. factory model schooling. In H. P. Baptiste, A. Ryan, B. Arajuo, & R. Duhon-Sells (Eds). Multicultural educationL A renewed paradigm of transformation and call to action (pp. 115-136). San Francisco: Caddo Gap Press.

Sleeter, C. E. Multicultural curriculum and critical family history. Multicultural Education Review 7 (1-2): 1-11.

Sleeter, C. E. Viewing Barack Obama through racist stereotypes. In K. Fasching-Varner & N. D. Hartlep (Eds). The assault on communities of color (pp. 73-98). Lanham, MD: Rowman & Littlefield.

Sleeter, C. E. Equity and race-visible urban school reform. In M. Khalifa, C. Grant, M. W. Arnold, & A. F. Osanloo (Eds.), Handbook of urban educational leadership (pp. 135-146). Lanham, MD: Rowman & Littlefield.

Lee, J., Kumashiro, K., & Sleeter, C. Interrogating identity and social contexts through “critical family history.” Multicultural Perspectives 17(1): 28-32.

Sleeter, C. E. Learning to become an antiracist racist. In E. Moore, Jr., M. W. Penick-Parks, and A. Michael (Eds.). Everyday white people confront racial & social injustice: 15 stories (pp. 79-88). Sterling, VA: Stylus.

Sleeter, C. E. Deepening social justice teaching. Journal of Language and Literacy Education. February

Tintiangco-Cubales, A., Kohli, R., Sacramento, J., Henning, N., Agarwal-Rangnath, R., & Sleeter, C. Toward an ethnic studies pedagogy: Implications for K-12 schools from the research. The Urban Review 47(1): 104-125.

2014

Sleeter, C. E. Public art and marginalized communities. Ubiquity: The Journal of Literature, Literacy, and the Arts. 1(1): 9-17.

Sleeter, C. E. 2014. Multiculturalism and education for citizenship in a context of neoliberalism. Intercultural Education 25(2).

Sleeter, C. Aprendiendo prácticas pedagógicas que promueven la justicia social. En Maureira, O. & Montecinos, C. (Coord). Hacia una Transformación Educativa con Sentido de Equidad e Inclusión (pág. 57-62). Chile: Universidad Católica Silva Henríquez y Pontificia Universidad Católica de Valparaíso.

Sleeter, C. E. Book Review: A. T. Jealous & C. T. Haskell (Eds.). Combined Destinies. Equity & Excellence in Education 47(2), 246-249.

Sleeter, C. E. Toward teacher education research that informs policy. Educational Researcher 43(3), 146-153.

Sleeter, C. E. Inheriting footholds and cushions: Family legacies and institutional racism. In J. Flores Carmona & K. V. Luschen (Eds). Crafting critical stories: Toward pedagogies and methodologies of collaboration, inclusion, and voice (pp. 11-26). New York: Peter Lang.

Sleeter, C. E. Diversity, social justice, and resistance to empowerment. In J. DeVitis & K. Teitelbaum (Eds). School reform critics: The struggle for democratic schooling (pp. 147-158). New York: Peter Lang.

2013

Soriano, E., González, A., & Sleeter, C. The participation of immigrant associations in multicultural school in Southern Spain: Some suggestions for cooperation. Publicaciones, 43, 13-28.

Sleeter, C. E. Teaching for social justice in multicultural classrooms. Multicultural Education Review 5(2), 1-19.

Sleeter, C. E. Ethnic Studies. Oxford Bibliographies. Education editor: Luanna Meyer. Oxford University Press.

Bhopal, K. & Sleeter, C. E. Review symposium: Can education change society? Race Ethnicity and Education 61(3), 430-438.

2012

Sleeter, C. E. Working to awaken: Seeing the need for multicultural education. In L. G. Denti & P. A. Whang (Eds.). Rattling chains: Exploring social justice in education (pp. 13-18). Boston: Sense Publishers.

Sleeter, C. E. Confronting the marginalization of culturally responsive pedagogy. Urban Education 47(3), 562-584.

Sleeter, C. E. Working with European American students: Our informant. In J. Moule (Ed.) Cultural Competence: A primer for educators, 2nd ed. (pp. 328-331). Belmont, CA: Wadsworth.

2011

Sleeter, C. E. The academic and social value of ethnic studies. Washington, DC: National Education Association.

Sleeter, C. E. & Owuor, J. Research on the impact of teacher preparation to teach diverse students: The research we have and the research we need. Action in Teacher Education 33 (5-6), 524-537.

Sleeter, C. E. Multiculturalismo, inmigración y escuelas: La preparación de los inmigrantes para el liderazgo en sociedades multiculturales. In E. Soriano Ayala (Ed.), El valor de la educación en un mundo globalizado (pp. 47-68). Madrid: La Muralla.

Sleeter, C. E. Pedagogías de la equidad en la formación de profesores. En J. Campos, C. Montecinos & A. González (Coords.), Mejoramiento escolar en acción (p®ag. 15-32). Valparaíso, Chile: Centro de Investigación Avanzada en Educación & Pontificia Universidad Católica de Valparaíso.

Hynds, A., Sleeter, C., Hindle, R., Savage, C. & Meyer, L. H. Te Kotahitanga: A case study of a repositioning approach to teacher professional development for culturally responsive pedagogies. Asia-Pacific Journal of Teacher Education 39 (4).

Hindle, D., Hynds, A., Meyer, L., Penetito, W., Savage, C., Culturally responsive pedagogies in the visual and performing arts: Exemplars, missed opportunities and challenges. Curriculum Matters 7, 26-47.

Sleeter, C. E. Rethinking Schools and the power of silver. Rethinking Schools 26(1), 18-19.

Savage, C., Hindle, R., Meyer, L. H., Hynds, A., Penetito, W., & Sleeter, C. E. Culturally responsive pedagogies in the classroom: Indigenous student experiences across the curriculum. Asia-Pacific Journal of Teacher Education 39 (3), 183-198.

Sleeter, C. E. Reexamining social inequality in schools and beyond: A conversation with Christine Sleeter (pp. 67-74); and Afterword (pp. 183-186). In P. W. Orelus (Ed.) Rethinking race, class, language and gender. Lanham, NJ: Rowman & Littlefield.

Soriano, E., Franco, C., & Sleeter, C. The impact of a values education programme for adolescent Romanies in Spain on their feelings of self-realisation. Journal of Moral Education 40(2), 217-236.

Sleeter, C. E. Are standards and multicultural education compatible? ASCD Express 6 (15). 

Sleeter, C. E. Becoming white: Reinterpreting a family story by putting race back into the picture. Race Ethnicity and Education 14 (4), 421-433.

Sleeter, C. E. Reflections on my use of multicultural and critical pedagogy when students are white. In K. L. Koppelman (Ed.) Perspectives on Human Differences(pp. 315-319). Boston: Pearson.

Meyer, L. H., Sleeter, C. E., Zeichner, K., Park, H. S., Hoban, G. & Sorenson, P. An international survey of higher education students’ world-mindedness and global citizenship. In B. Lindsay & W. J. Blanchett (Eds), Universities and global diversity: Preparing educators for tomorrow (p. 179-191). New York: Routledge. 

Sleeter, C. E. & Milner, H. R. IV. Researching successful efforts in teacher education to diversify teachers. In A. F. Ball & C. A. Tyson, Eds. Studying Diversity in Teacher Education (p. 81-104). New York, NY: Rowman & Littlefield. 

2010

Sleeter, C. E. Culturally responsive pedagogy: A reflection. Journal of Praxis in Multicultural Education 5(1), 116-119.

Sleeter, C. E. “Race” and early childhood education: An international approach to identity, politics, and pedagogy (Book Review). International Journal of Equity and Innovation in Early Childhood 8 (1), 25-28.

Sleeter, C. E. Why Is there Learning Disabilities? A critical analysis of the birth of the field in Its social context. Reprinted from T.S. Popkewitz (Ed.), The Formation of School Subjects: The Struggle for Creating an American Institution. (pp. 210-237). London: Palmer Press, in Disability Studies Quarterly 30(2).

Sleeter, C. E. Building a counter-theory about disability. Disability Studies Quarterly 30(2).

Sleeter, C. E. Probing beneath meanings of multicultural education. Multicultural Education Review 2(1), 1-24.

Sleeter, C. E. Federal education policy and social justice education. In T. K. Chapman & N. Hobbel (Eds.). Social Justice Pedagogy Across the Curriculum (pp. 36-58). New York: Routledge.

Sleeter, C. E. Decolonizing curriculum: An essay review of The Sacred Hoop. Curriculum Inquiry 40 (2), 193-203.

Sleeter, C. E. Transgressing boundaries for socially just teaching. In M. C. Fehr & D. E. Fehr, (Eds.) Teach Boldly! (pp. 1-11). New York: Peter Lang.

Sleeter, C. E. Class (socioeconomic) research. In C. Kridel (Ed.) SAGE Encyclopedia of Curriculum Studies. SAGE.