8 Bibliography

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Anonymous. (Graduate student Instructor using Citation Guidelines) Interviewed by Emily Willard, University of Washington, 2019.

Baumann, Dianne. “Blackfeet Men, ‘Toxic Masculinity’, and Gender Entanglement.” Doctoral Dissertation, University of Washington, 2019. https://alliance-primo.hosted.exlibrisgroup.com/permalink/f/lvbsh/TN_proquest2309529017.

Baker, Lee D. From Savage to Negro: Anthropology and the Construction of Race, 1896-1954. Berkeley, Calif: University of California Press, 2007.

Bishop, Russell. “Freeing Ourselves from Neo-Colonial Domination in Research: A Maori Approach to Creating Knowledge.” International Journal of Qualitative Studies in Education 11, no. 2 (1998): 199–219. https://doi.org/10.1080/095183998236674.

Cammarota, Julio, and Augustine F. Romero. “A Social Justice Epistemology and Pedagogy for Latina/o Students: Transforming Public Education with Participatory Action Research.” New Directions for Youth Development 2009, no. 123 (2009): 53–65. https://doi.org/10.1002/yd.314.

Carlie D. Trott, Laura B. Sample McMeeking & Andrea E. Weinberg (2019) Participatory action research experiences for undergraduates: forging critical connections through community engagement, Studies in Higher Education, DOI: 10.1080/03075079.2019.1602759

Chakravartty, Paula, Rachel Kuo, Victoria Grubbs, and Charlton Mcilwain. “#CommunicationSoWhite.” Journal of Communication68, no. 2 (April 2, 2018): 254-66. Accessed June 29, 2021. Oxford Academic

Delgado, Richard. “The Imperial Scholar: Reflections on a Review of Civil Rights Literature.” University of Pennsylvania Law Review132, no. 3 (March 1984): 561. Accessed June 20, 2021. doi:10.2307/3311882.

Emerson, Robert M. “Writing Ethnographic Fieldnotes.” Chicago Guides to Writing, Editing, and Publishing. Chicago: The University of Chicago Press, 2011.

Friedman, Kathie, and Karen Rosenberg. “Performing Identities in the Classroom: Teaching Jewish Women’s Studies.” Teaching Sociology 35, no. 4 (2007): 315–33. doi:10.1177/0092055X0703500402.

Foucault, Michel. Discipline and Punish : the Birth of the Prison. First Vintage books edition. New York: Vintage Books, a division of Random House, 1979.

Gerring, John. “Social Science Methodology: A Unified Framework.” Strategies for Social Inquiry. Cambridge ; Cambridge University Press, 2012.

Hall, Stuart. “When Was the ‘Post-Colonial’? Thinking at the Limit.” In The Post-Colonial Question: Common Skies, Divided Horizons, edited by I. Chambers and L. Curti, 242–60. New York: Routledge, 1996.

International Justice on Trial Students #1, Interviewed by Emily Willard University of Washington, 2019.

International Justice on Trial Student #5, Interviewed by Emily Willard, University of Washington, 2019.

International Justice on Trial Student #6, Interviewed by Emily Willard, University of Washington, 2019.

International Justice on Trial Student #7, Interviewed by Emily Willard, University of Washington, 2019.

International Justice on Trial Student #10, Interviewed by Emily Willard, University of Washington, 2019.

Kalikoff, Beth (Professor at UW) interviewed by Macdonald-Scott, University of Washington, July 16, 2019

Kindon, Sara, and Sarah Elwood. “Introduction: More than Methods-Reflections on Participatory Action Research in Geographic Teaching, Learning and Research: Participatory Action Research in Geographic Teaching, Learning and Research.” Journal of Geography in Higher Education 33, no. 1 (2009): 19–32. https://doi.org/10.1080/03098260802276474.

Kishimoto, Kyoko. “Anti-Racist Pedagogy: From Faculty’s Self-Reflection to Organizing within and beyond the Classroom.” Race Ethnicity and Education 21, no. 4 (2018): 540–54.

Kovach, Margaret. Indigenous Methodologies: Characteristics, Conversations and Contexts. Toronto: University of Toronto Press, 2009.

Lerner, Neil, Michele Eodice, and Anne Ellen Geller. “The Power of Personal Connection for Undergraduate Student Writers The Power of Personal Connection for Undergraduate Student Writers.” Research in the Teaching of English53, no. 4 (May 2019). Accessed June 2, 2021. ProQuest.

Macdonald-Scott, Emma. WWU Instructor Survey on Students Citing Personal Experience(Google Form). April 2021.https://docs.google.com/forms/d/1Y09sCn7pizHwPWtxeIzrsTMdTDuh7vPIpJMcsFkA4lw., & Macdonald-Scott, Emma. UW Instructor Survey on Students Citing Personal Experience(Google Form). January 2021. https://docs.google.com/forms/d/e/1FAIpQLSfWtLqXac_LQlwOZ9sLUVwYIHPZV4yu8ZA3NGt-ZXl7Hf0yxw/viewform?usp=share_link.

Million, Dian. “Felt Theory.” American Quarterly 60, no. 2 (June 2008): 267–72.

Moses, Robert, Mieko Kamii, Susan McAllister, and Jeffrey Howard. “The Algebra Project: Organizing in the Spirit of Ella.” In Critical Studies in Organization and Bureaucracy, edited by Frank Fischer and Carmen Sirianni. Philadelphia: Temple University Press, 1984.

Mott, Carrie, and Daniel Cockayne. “Citation Matters: Mobilizing the Politics of Citation toward a Practice of ‘Conscientious Engagement.’” Gender, Place & Culture 24, no. 7 (2017): 954–73.

Pinedo-Turnovsky, Caroline (Professor at UW) interviewed by Macdonald-Scott, University of Washington, July 16, 2019

Purdue Writing Lab. “Interviews, Personal Communication // Purdue Writing Lab.” Purdue Writing Lab. Accessed June 28, 2021.

Rifkin, Mark. Beyond Settler Time: Temporal Sovereignty and Indigenous Self-Determination. Durham: Duke University Press, 2017. http://site.ebrary.com/id/11333890.

Simpson, Audra. “On Ethnographic Refusal: Indigeneity, ‘voice’ and Colonial Citizenship.” Junctures: The Journal for Thematic Dialogue, no. 9 (2007): 67.

Smith, Linda Tuhiwai. Decolonizing Methodologies: Research and Indigenous Peoples. 2nd ed. London and Dunedin, N.Z.: Zed Books and University of Otago Press, 2012.

Stern, Mark Joseph. “Groundbreaking Study on Shifting Attitudes Toward Gays Used Faked Data.” Slate Magazine. May 20, 2015. Accessed June 28, 2021. https://slate.com/human-interest/2015/05/science-study-that-showed-shifting-attitude-toward-gays-used-faked-data.html.

Stoler, Ann Laura. “Colonial Archives and the Arts of Governance: On the Content in the Form.” In Archives, Documentation, and Institutions of Social Memory: Essays from the Sawyer Seminar, edited by Francis X. Blouin and William G. Rosenberg. Ann Arbor, MI: University of Michigan Press, 2006.

Strega, Susan, and Leslie Brown, eds. Research as Resistance: Critical, Indigenous and Anti-Oppressive Approaches. Toronto, ON: Canadian Scholars’ Press, 2005.

TallBear, Kim. “Standing with and Speaking as Faith: A Feminist-Indigenous Approach to Inquiry.” Journal of Research Practice 10, no. 2 (2014).

Thomas, Robina Anne. “Honoring the Oral Traditions of the Ta’t Mustimuxw (Ancestors) through Storytelling.” In Research as Resistance: Revisiting Critical, Indigenous, and Anti-Oppressive Approaches, 177–98. Toronto: Canadian Scholars’ Press, 2015.

Tuck, Eve. “Suspending Damage: A Letter to Communities.” Harvard Educational Review 79, no. 3 (2009): 409–28. https://doi.org/10.17763/haer.79.3.n0016675661t3n15.

Tuck, Eve, K. Wayne Yang, and Rubén Gaztambide-Fernández. “Citation Practice Challenge.” Critical Ethnic Studies, April 2015. http://www.criticalethnicstudiesjournal.org/citation-practices.

Van Norden, Bryan W. Taking Back Philosophy: A Multicultural Manifesto. New York: Columbia University Press, 2017.

Vizenor, Gerald. Native Liberty: Natural Reason and Cultural Survivance. Lincoln: University of Nebraska Press, 2009.

Zak, Paul J. Paul J. “How Stories Change the Brain.” Greater Good. December 13, 2017. Accessed February 28, 2021. https://greatergood.berkeley.edu/article/item/how_stories_change_brain