@article{akin-sabuncu_mcdevitt_lee_goodwin_2024, title={Reimagining teacher education for immigrant students in the context of global migration: Teacher educators’ perspectives}, url={https://doi.org/10.1016/j.tate.2024.104550}, DOI={10.1016/j.tate.2024.104550}, journal={Teaching and Teacher Education}, author={Akin-Sabuncu, Sibel and McDevitt, Seung Eun and Lee, Crystal Chen and Goodwin, A. Lin}, year={2024}, month={Jun} }
 @article{peachey_lee_2023, title={Writing to grieve: Solidarity in times of loss in educational community spaces}, volume={10}, ISSN={["1936-2706"]}, url={https://doi.org/10.1002/jaal.1313}, DOI={10.1002/jaal.1313}, abstractNote={This qualitative case study is a part of a larger university–community partnership that explores adolescents' utilization of critical literacy to write, engage, and lead in their communities. For this specific study, we explore the question: How does an educational community use literacy practices and modalities to grieve through collective loss and develop solidarity with one another? Through the utilization of a critical literacy framework and a sense‐based pedagogy lens, we explore how various forms of literacy and multimodalities allowed this community to grieve and foster solidarity in a time of loss. We conducted several rounds of inductive and emotion codings to identify key themes from our data sources which included student work/publications, social media posts, organization communication, videos, focus groups, and staff interviews. Our preliminary findings show that (a) reciprocal vulnerability developed over time can produce solidarity; (b) writing can be a restorative act in collective loss; and (c) writing through grief positions students as leaders of their communities. Through this study, we provide educators and community members with potential tools for developing spaces for restorative education and supporting collective resilience through literacy practices.}, journal={JOURNAL OF ADOLESCENT & ADULT LITERACY}, author={Peachey, Katie and Lee, Crystal Chen}, year={2023}, month={Oct} }
 @article{lee_jacobs_mann_2022, title={Writing with Dignity Among Youth in Urban Communities: Using Mentor Texts as a Reflective Tool for Transformation}, volume={2}, ISSN={["1552-8340"]}, url={https://doi.org/10.1177/00420859221081765}, DOI={10.1177/00420859221081765}, abstractNote={This article describes a three-year qualitative study on how youth of color in one community-based organization, Durham Community Youth, used the mentor text, Dr. Martin Luther King Jr.’s “What’s your life’s blueprint?” speech, as a reflective tool to transform themselves and their community. Using a critical literacy framework, the authors situate the study within the rich history of the Black community in Durham, North Carolina and examine how students’ writing advocated for their communities by speaking out against oppressive forces. The article offers implications on how educators can reimagine the implementation and intentionality of mentor texts for youth.}, journal={URBAN EDUCATION}, publisher={SAGE Publications}, author={Lee, Crystal Chen and Jacobs, Laura and Mann, Jennifer C.}, year={2022}, month={Feb} }
 @article{spires_himes_lee_gambino_2021, title={"We Are the Future": Critical Inquiry and Social Action in the Classroom}, volume={53}, ISSN={["1554-8430"]}, url={https://doi.org/10.1177/1086296X211009283}, DOI={10.1177/1086296X211009283}, abstractNote={This study explored how engaging in critical inquiry through Project-Based Inquiry (PBI) Global fostered social action with high school students. Drawing on theoretical perspectives from critical inquiry and social action and employing a collective case study approach, we focused on six diverse students from two of the 18 teams who participated in a PBI Global examining global water and sanitation over a two-month period. Data sources included semi-structured student interviews, students’ posts and uploads in a shared writing space, and students’ multimodal products of learning. Three themes emerged from the analysis across the data sources: synergistic collaboration, critical analysis and creation of multimodal texts, and understanding global and local interdependence to take social action. The discussion illuminates how students’ engagement in critical inquiry and social action ignite the emergence of Freire’s notion of critical consciousness.}, number={2}, journal={JOURNAL OF LITERACY RESEARCH}, publisher={SAGE Publications}, author={Spires, Hiller and Himes, Marie and Lee, Crystal Chen and Gambino, Andrea}, year={2021}, month={Jun}, pages={219–241} }
 @article{lee_falter_schoonover_2021, title={Encountering the Affective in Latino Immigrant Youth Narratives}, volume={56}, ISSN={["1936-2722"]}, url={https://doi.org/10.1002/rrq.316}, DOI={10.1002/rrq.316}, abstractNote={Abstract The authors argue that attending to the affective dimensions of everyday life for Latino immigrant youth offers a disorientation away from the circulation of fear around immigration in the United States, and a new orientation that links together the intimate affective images and narratives of the everyday that are less oppressive and rooted in and branch out to hope and solidarity. To demonstrate the importance of the affective, the authors conducted a post‐qualitative research inquiry interested in animating lifeworlds of seven Latino immigrant youth living in the context of North Carolina. The authors used process and nonrepresentational affect theories to analyze the data, tracing the rogue intensities and surface tensions of ordinary affects across and through the different students and their writing to highlight the students’ fragments of experience as Latino youth in America today. Specifically, the authors drew on Ahmed’s affect theory of sticky objects and sweaty concepts as they analyzed students’ words against the discourse of fear and hate. In tracing the affects that circulate around three sticky objects—immigration, families, and America—the authors witnessed and experienced the moments of tension in students’ affective lives. Doing this work with narratives of first‐generation immigrants exposes the effect that embodied memories have on present‐day experiences. The authors maintain that attunement to the affective realm produces a humanizing practice of literacy research and provides counteraffects of hope, gratitude, and life that speak to the more‐than‐representational written narratives.}, number={2}, journal={READING RESEARCH QUARTERLY}, publisher={Wiley}, author={Lee, Crystal Chen and Falter, Michelle M. and Schoonover, Nina R.}, year={2021}, month={Apr}, pages={273–292} }
 @article{johnston_omogun_lee_2021, title={From New York City to the World: Examining Critical Global Literacies in an English Language Arts Classroom}, volume={35}, ISSN={["2150-2641"]}, url={https://doi.org/10.1080/02568543.2021.1880992}, DOI={10.1080/02568543.2021.1880992}, abstractNote={ABSTRACT In this article, we examine one teacher’s enactment of critical literacy pedagogy in a 7th-grade English language arts classroom in a New York City public school. By conceptualizing critical global literacies in relation to preservice and in-service teaching practices that reflect neoliberal interests, we attend to pedagogy inclusive of culturally, linguistically, and socially diverse learners intended to create equitable and globally contextualized learning opportunities. Through a qualitative case study, we analyzed one teacher’s pedagogical enactment of critical global literacies. Our analysis led to four overarching themes: 1) critically understanding that literacies are always globally situated, 2) demonstrating global relevance to students’ lives and curricula, 3) incorporating multimodal literacies for multidimensional student engagement, and 4) cultivating socially responsive dispositions through critical reflection and action. These interrelated themes demonstrate pedagogical choices that affirmed students’ local lives and experiences in relation to global, international social issues, which are always connected to one another. Findings provide teacher educators nuanced insight into how critical global literacies are extended through critical understandings of literacies, the multimodal nature of literacies, and opportunities for social response, each of which are particularly illuminating for English language arts teachers.}, number={2}, journal={JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION}, publisher={Informa UK Limited}, author={Johnston, Kelly C. and Omogun, Lakeya and Lee, Crystal Chen}, year={2021}, month={Apr}, pages={215–230} }
 @article{roegman_reagan_goodwin_lee_vernikoff_2021, title={Reimagining social justice-oriented teacher preparation in current sociopolitical contexts}, volume={34}, ISSN={["1366-5898"]}, url={https://doi.org/10.1080/09518398.2020.1735557}, DOI={10.1080/09518398.2020.1735557}, abstractNote={Abstract In this collaborative autoethnography, written by multiple stakeholders involved in a teacher residency program, we address the complexities of preparing and supporting social justice-oriented teachers. We identify three tensions faced in the design and (re)development of the teacher preparation program. These tensions include preparing teachers to work in a specific context, collaborating with mentor teachers to support social justice-oriented practice, and offering university-based induction to support novice teachers’ work. We describe the ways in which we attempted to navigate these tensions, and we highlight the difficulties and possibilities of the work. We offer implications for the field and, for us, as teacher educators, to continue to grapple with concepts of social justice.}, number={2}, journal={INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION}, publisher={Informa UK Limited}, author={Roegman, Rachel and Reagan, Emilie and Goodwin, A. Lin and Lee, Crystal Chen and Vernikoff, Laura}, year={2021}, month={Feb}, pages={145–167} }
 @misc{lee_akin-sabuncu_goodwin_mcdevitt_2021, title={Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States}, volume={123}, ISSN={["1467-9620"]}, DOI={10.1177/01614681211070871}, abstractNote={Background: Diversity across the world is changing, given the growing number of immigrant children in schools. These increases in transnational mobility have teachers struggling to reconsider their everyday practices to accommodate many more newcomers in their classrooms. The need for teachers to become more responsive to changing social conditions and student populations is gaining urgency. Purpose: Our purpose in this study is to gain insight into what the literature says about educating immigrant children through the lens of social justice in Turkey, the United States, and Hong Kong, as each context presents a distinct case of immigration. Research Design: We conduct a systematic literature review on 87 articles, selected from teaching and teacher education journals. In light of documented inequities experienced by immigrant children, we conduct our review within a framework of teaching immigrant students globally within, versus parallel to, the field of teaching for social justice. Findings: Through cross-jurisdiction inquiry, our findings reveal both examples and counterexamples of teaching for social justice, categorized into three cross-cutting themes: (a) Ways of Teaching, (b) Ways of Knowing, and (c) Ways of Seeing. Among the literature, we found a significant focus on language acquisition in the teaching of immigrant students. Another pattern was the ways in which teachers and teacher education value (or not) immigrant students’ funds of knowledge by building on (or rejecting) what students and their communities bring to their learning. Finally, our review demonstrated how teacher educators and teachers encourage, challenge, and teach preservice teachers and students to work against institutional and societal structures that are oppressive for immigrant students. Conclusion: The global reality of superdiversity among immigrant students calls on teachers to be pedagogically adept to respect and support multiple ways of teaching, knowing, and seeing. Research on social justice education for immigrants needs to move beyond language acquisition/deficit as the primary lens for analysis to consider the assets that immigrants bring to classrooms. Despite the differences in the experiences of (im)migrant students in each of the national contexts, social justice must be embedded in teacher education to ensure inclusive and culturally responsive teaching for all.}, number={12}, journal={TEACHERS COLLEGE RECORD}, author={Lee, Crystal Chen and Akin-Sabuncu, Sibel and Goodwin, A. Lin and McDevitt, Seung Eun}, year={2021}, month={Dec}, pages={67–96} }
 @article{goodwin_lee_pratt_2021, title={The poetic humanity of teacher education: holistic mentoring for beginning teachers}, volume={9}, ISSN={["1941-5265"]}, url={https://doi.org/10.1080/19415257.2021.1973067}, DOI={10.1080/19415257.2021.1973067}, abstractNote={ABSTRACT This qualitative study explores the holistic approaches that seven mentors use to attend to the well-being of new professionals as they transition into the classroom. We define holistic mentoring as practices that intertwine the professional with the personal, and bring together the aesthetic, intellectual, and moral in supporting beginning teachers. We call these practices the ‘poetics of mentoring,’ and used them as analytic lenses to theorise mentors’ unique approaches to working with mentees. Data included individual semi-structured interviews, a focus group interview, and expressive artefacts that mentors created to illustrate their practice holistically. Our findings revealed how and why mentors reflected aesthetic, intellectual, and moral endeavours in their practice, and how they worked together as a community to share and critically assess one another’s aesthetic, intellectual, and moral practices. By examining mentoring as a relational and holistic activity, this study emphasises meaning-making in teaching and learning to teach, making visible the often unnoticed, and rendering the intangible, tangible. In guiding discussions on teacher preparation within international contexts, this study shows that teacher preparation must attend to teacher-students holistically, and that sustaining teachers begins first with caring for teachers’ well-being, so they in turn can safeguard the well-being of their students.}, journal={PROFESSIONAL DEVELOPMENT IN EDUCATION}, author={Goodwin, A. Lin and Lee, Crystal Chen and Pratt, Suzanne}, year={2021}, month={Sep} }
 @article{lee_dufresne_relyea_2021, title={“They Are Doers”: Writing to Advocate With Immigrant Youth in Community‐Based Organizations}, volume={64}, ISSN={1081-3004 1936-2706}, url={http://dx.doi.org/10.1002/jaal.1131}, DOI={10.1002/jaal.1131}, abstractNote={Abstract Over the course of a year, student authors in the Juntos NC Writing Project participated in the Literary and Community Initiative to write, publish, and share their lived experiences and identities as Latinx immigrants and first‐generation high school students in North Carolina. Throughout the publication process of their collaborative bilingual book titled The Voices of Our People: Nuestras Verdades , student authors actively engaged in pursuing advocacy and activism in three ways: (1) community space as an intentional space for advocacy, (2) writing as a vehicle for collective advocacy, and (3) publishing and sharing as an opportunity for youth activism. The participants’ words and actions demonstrated how youth in community organizations can use literacy practices to collectively advocate for their community and become activists who write about and vocalize immigrant youth’s strengths and needs.}, number={5}, journal={Journal of Adolescent & Adult Literacy}, publisher={Wiley}, author={Lee, Crystal Chen and Dufresne, Kelsey Virginia and Relyea, Jackie Eunjung}, year={2021}, month={Mar}, pages={497–509} }
 @article{lee_2020, title={"I Have a Voice": Reexamining Researcher Positionality and Humanizing Research With African Immigrant Girls}, volume={22}, ISSN={["1532-7892"]}, url={https://doi.org/10.1080/15210960.2020.1728272}, DOI={10.1080/15210960.2020.1728272}, abstractNote={This personal perspective piece examines the researcher’s positionality through the stance of humanizing research in multiethnic youth communities. Drawing on Paris and Paris and Winn’s notions on humanizing research, this article reexamines positionality by revisiting two subjectivities in a three-year qualitative case study with African immigrant girls. This reexamination considers the ways in which the research and the participants participated in dialogic consciousness-raising that were personal and interconnected. Overall, this personal essay analyzes the ways in which the researcher and the participants fostered relationships while transforming their communities to reflect and act upon the world around them. In doing so, they explored the humanizing nature of what it means to “have a voice” together.}, number={1}, journal={MULTICULTURAL PERSPECTIVES}, author={Lee, Crystal Chen}, year={2020}, pages={46–54} }
 @article{lee_schoonover_2019, title={"My life's blueprint": publishing critical youth narratives in community-based organizations}, volume={19}, ISSN={["1175-8708"]}, DOI={10.1108/ETPC-05-2019-0069}, abstractNote={This paper aims to explore how currently underserved young adults engaged in a community-based organization (CBO), Bull City YouthBuild, wrote and published a book together, and how this work impacted them and their communities. Through a critical literacy framework, the research asked: How do students in a community-based writing project demonstrate self-empowerment and agency through narrative writing?,This qualitative case study examined the students’ published narratives. The researchers used ethnographic methods in data collection, and the qualitative data analysis approaches were developed through a critical conceptual framework.,The students’ narratives expressed self-empowerment and agency in the ways the young adults wrote against a dominant discourse; they wrote about repositioning their lives and redesigning their futures to reveal how they wanted to be externally perceived and to be leaders in their communities. The students expressed how the CBO offered them freedom to write their stories as they found new ways of using their historical and cultural backgrounds to collectively pursue success.,This work offers implications of how CBOs can meet the needs of currently underserved young adults through centering their voices. The authors see the writing process as crucial for student engagement in finding agency and self-empowerment with their words.,Critical literacy foregrounds the voices of young adults as they push back against dominant narratives and stereotypes. This research hopes to reveal the intersections between CBOs and the communities they serve to develop literacies that are relevant and meaningful to young adults’ lives.}, number={1}, journal={ENGLISH TEACHING-PRACTICE AND CRITIQUE}, author={Lee, Crystal Chen and Schoonover, Nina R.}, year={2019}, month={Dec}, pages={107–120} }
 @article{lee_2019, title={Invite Their Languages In: Community-Based Literacy Practices with Multilingual African Immigrant Girls in New York City}, volume={21}, url={https://doi.org/10.18251/ijme.v21i2.1800}, DOI={10.18251/ijme.v21i2.1800}, abstractNote={This three-year qualitative case study examined how an African community-based organization, Sauti Yetu’s Girl’s Empowerment and Leadership Initiative (GELI), leads, bolsters, and transforms the literacy development of African immigrant girls who are identified as English Language Learners (ELLs) and Students with Interrupted Formal Education (SIFE) in New York City schools. In particular, the study addresses how community-based literacy practices mobilize multilingual African immigrant girls to strengthen their communities. The study drew upon critical perspectives of literacy and  community-based practices to examine the approaches GELI has implemented to address the academic and social needs of African immigrant girls in public schools.}, number={2}, journal={International Journal of Multicultural Education}, publisher={Eastern University}, author={Lee, Crystal Chen}, year={2019}, month={Jul}, pages={1–22} }
 @article{chen_akin_goodwin_2019, title={Teacher candidates? intentions to teach: implications for recruiting and retaining teachers in urban schools}, volume={45}, ISSN={["1360-0540"]}, url={https://doi.org/10.1080/02607476.2019.1674562}, DOI={10.1080/02607476.2019.1674562}, abstractNote={ABSTRACT This study addresses how teacher candidates committed to a social-justice-oriented urban teacher residency programme articulate and reflect why they want to be teachers in high-need public schools and what they expect from teaching so as to ascertain what they expect to do. The participants of this study included 77 graduates who participated in four cohorts of an urban teacher residency programme from 2010 through 2014. Employing a qualitative case study design, we analysed 77 sets of admissions essays, which were completed as part of the residency application process. Building on our analysis of candidates’ admissions essays through inductive coding, we find that candidates’ reflections on why they want to be teachers in high-need public schools and what they expect to do, stem from their beliefs in their role as a teacher and their beliefs about the role of education. Such reflections are grounded in beliefs of teacher activism, pupil activism, and advocacy for pupils who have been marginalised due to systemic inequalities. The study illuminates committed teachers’ reasons for entering the teaching profession so as to inform better recruitment strategies, and has implications for how initial teacher education (ITE) programme could specifically improve their professional preparation and practices to recruit and retain qualified teachers who intend to stay.}, number={5}, journal={JOURNAL OF EDUCATION FOR TEACHING}, author={Chen, Lee Crystal and Akin, Sibel and Goodwin, A. Lin}, year={2019}, month={Oct}, pages={525–539} }
 @article{roegman_pratt_sanchez_chen_2018, title={Between Extraordinary and Marginalized: Negotiating Tensions in Becoming Special Education-Certified Teachers}, volume={14}, ISSN={1547-688X 1549-9243}, url={http://dx.doi.org/10.1080/1547688X.2017.1287317}, DOI={10.1080/1547688X.2017.1287317}, abstractNote={ABSTRACT The field of special education is in flux, with high shortages and attrition and increasing requirements around quality teachers and teaching contexts. In this study, we explore how preservice teachers develop identities as special education-certified teachers within this context. Data include focus groups, admissions essays, and class assignments from 3 years of a masters-level preparation program. Analysis began with open coding, and initial themes included positioning, power, and marginalization. Iterative analysis led to findings around negotiation—how preservice teachers negotiated what it meant to be a teacher in diverse teaching contexts while both maintaining a view of special education-certified teachers as extraordinary and also experiencing marginalization within their roles. Implications include supporting teacher candidates in managing these tensions, as well as a need for programs to partner with schools as a whole and not just individual cooperating teachers.}, number={4}, journal={The New Educator}, publisher={Informa UK Limited}, author={Roegman, Rachel and Pratt, Suzanne and Sanchez, Sabrina and Chen, Crystal}, year={2018}, month={Oct}, pages={293–314} }
 @article{reagan_chen_vernikoff_2016, title={“Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations of teaching for social justice}, volume={59}, ISSN={0742-051X}, url={http://dx.doi.org/10.1016/J.TATE.2016.05.011}, DOI={10.1016/J.TATE.2016.05.011}, abstractNote={Teacher candidates’ beliefs about teaching for social justice affect the ways in which they act with students, schools, and communities. There is a growing body of research on teacher candidates’ beliefs of teaching for social justice, however there is limited research on larger samples over the course of teacher preparation. This mixed method study examines the beliefs and articulations of teaching for social justice of two cohorts of teaching residents who completed an urban teacher residency program. Findings suggest that residents developed nuanced ways of articulating and generally left the program endorsing ideas related to teaching for social justice.}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Reagan, Emilie Mitescu and Chen, Crystal and Vernikoff, Laura}, year={2016}, month={Oct}, pages={213–227} }
 @article{reagan_chen_roegman_zuckerman_2015, title={Round and round: Examining teaching residents’ participation in and reflections on education rounds}, volume={73}, ISSN={0883-0355}, url={http://dx.doi.org/10.1016/J.IJER.2015.05.003}, DOI={10.1016/J.IJER.2015.05.003}, abstractNote={Abstract In teacher preparation, the education rounds model has the potential to facilitate opportunities for preservice teachers to engage as part of a professional community and inquire into their teaching practice. This qualitative study examines the education rounds model in a graduate-level teacher residency program in New York City. We analyze how a cohort of 20 preservice teachers framed their teaching practice and reflected on opportunities for learning through education rounds. Findings suggest that the education rounds process highlighted gaps in preservice teachers’ understandings of how, when, and why to use particular instructional strategies and principles. However, in most cases, education rounds supported the development of tools to study teaching in and with a community of learners.}, journal={International Journal of Educational Research}, publisher={Elsevier BV}, author={Reagan, Emilie Mitescu and Chen, Crystal and Roegman, Rachel and Zuckerman, Kelly Gavin}, year={2015}, pages={65–76} }