References

Appleman, D. (2015). Critical encounters in secondary english: teaching literary theory to adolescents. New York: Teachers College Press.

Charity-Hudley, A. (2014). We do language: English language variation in the secondary English classroom. New York: Teachers College Press, Teachers College, Columbia University.

Davenport, K. (2007). House of many gods: a novel. New York: Ballantine Books.

Delpit, L. (1988). The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children. Harvard Educational Review, 58(3), 280–299. https://doi.org/10.17763/haer.58.3.c43481778r528qw4

English, F. W. (2010). Deciding what to teach & test developing, aligning, and leading the curriculum. Corwin Press.

Friere, P. (1972). Pedagogy of the oppressed. New York: Penguin Education.

Gay, G. (2010). Culturally responsive teaching: theory, research, and practice. New York, NY: Teachers College Press.

Hudley, C., Mallinson, C. (2014). We do language: English language variation in the secondary English classroom. Teachers College Press, Teachers College, Columbia University.

Janks, H., Dixon, K., Ferreira, A., Granville, S., & Newfield, D. (2014). Doing critical literacy texts and activities for students and teachers. Routledge.

Kahakauwila, K. (2013). This is paradise: stories. New York: Hogarth.

Kana‘iaupuni, S. M., Ledward, B., & Malone, N. (2017). Mohala i ka wai. American Educational Research Journal, 54(1_suppl). doi: 10.3102/0002831216664779

Kaopio, M. (2005). Written in the sky. Honolulu: Mutual Pub.

Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal,32(3), 465- 491. Retrieved August 24, 2019, from www.jstor.org/stable/1163320

Ledward, B., Takayama, B., & Elia, K. (2009). Hawaiian Cultural Influences in Education: Culture-based education among Hawai‘i teachers. Honolulu: Kamehameha Schools, Research & Evaluation Division.

Lee, T. S. (2017). Commentary. American Educational Research Journal, 54(1_suppl). doi: 10.3102/0002831216678074

Lesuma, C. (n.d.). Reading Pacific Literature as YAL: Re-Constructing Adolescence in Matthew Kaopio's Novels. Retrieved October 10, 2019, from https://www.pamla.org/2017/proposals/reading-pacific-literature-yal-re-constructing-adolescence-matthew- kaopio’s-novels.

Lippi-Green, R. (2012). English with an accent: language, ideology and discrimination in the United States. London: Routledge.

McDougall, Brandy Nālani. (2018). Finding meaning: kaona and contemporary Hawaiian literature. Tucson, AZ: The University of Arizona Press.

Mohamed, A. (2016). Voicing the Voiceless: Including the Stories of Marginalized Students in Classroom Literature. Language Arts Journal of Michigan, 32(1). doi: 10.9707/2168-149x.2151

Morrell, E. (2015). Critical Literacy and Urban Youth Pedagogies of Access, Dissent, and Liberation. Florence: Taylor and Francis.

Nieto, S. (2010). The light in their eyes: creating multicultural learning communities. Teachers College Press.

Osorio, S. L. (2018). Multicultural Literature as a Classroom Tool. Multicultural Perspectives, 20(1), 47–52. doi: 10.1080/15210960.2018.1408348

Sims Bishop, R. (1990). Mirrors, windows, and sliding glass doors. Perspectives, 1(3), ix–xi.

Tatum, A. (2014). Orienting African American Male Adolescents toward Meaningful Literacy Exchanges with Texts. The Journal of Education, 194(1), 35-47. Retrieved October 22, 2019, from www.jstor.org/stable/43823504

Wurdeman -Thurston, K., Kaomea, J. (2015). Fostering Culturally Relevant Literacy Instruction: Lessons from a Native Hawaiian Classroom. Language Arts, 92, 6.

Yamamoto, K. K., Black, R. S., & Yuen, J. W. L. (2017). Lessons Learned from a Culturally Responsive Case Study. International Journal of Learning and Development, 7(3), 210. doi: 10.5296/ijld.v7i3.11716