Julia R. Daniels

  • Daniels, J. R. (accepted).
    Never Tell Me How to Say It: Race, Language, and Ideology in Secondary English Classrooms. In N. Avineri, E. Johnson, L. Graham, R. Riner, & J. Rosa (Eds.), Language and Social Justice: Case Studies on Communication and the Creation of Just Societies. Routledge Press.
  • Daniels, J. R. (accepted).
    “There’s No Way This Isn’t Racist”: White Women Teachers and the Raciolinguistic Ideologies of Teaching Code Switching. Journal of Linguistic Anthropology
  • Daniels, J. R. & Hebard, H. (in press).
    Complicity, Responsibility, and Authorization: A Praxis of Critical Questioning for White Literacy Educators. English Teaching: Practice and Critique
  • Daniels, J. R. (2014).
    Supporting Student Voices: Socratic Seminars in the Urban High School English Classroom. In J. Mahiri & S.W. Freedman (Eds.), The First Year of Teaching: Classroom Research to Increase Student Learning. New York, NY: Teachers College Press.
  • Daniels, J. R. & Varghese, M. (Under review).
    Troubling Practice: Teacher Subjectivity and Practice-Based Teacher Education.
  • Hebard, H., Wingert, K., Winzenried, M. A., & Daniels, J. R. (Under review).
    “…And Then Period and Then New Idea”: Conventions Instruction as Counterhegemonic Practice.
  • Daniels, J. R. (Under review).
    “How My Whiteness Matters”: Power, Self-understanding, and the Consequences of Whiteness.

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