Patel, L. (2016). Decolonizing educational research: From ownership to answerability. Routledge Press.
Decolonizing Educational Research examines the ways through which coloniality manifests in contexts of knowledge and meaning making, specifically within educational research and formal schooling. Purposefully situated beyond popular deconstructionist theory and anthropocentric perspectives, the book investigates the longstanding traditions of oppression, racism, and white supremacy that are systemically reseated and reinforced by societal structures and social interaction. Through meaningful explorations into the unfixed and often interrupted narratives of culture, history, place, and identity, a bold, timely, and transformative vision emerges to conceive of how research in higher education institutions might break free of colonial genealogies and their widespread complicities.
Patel, L. (2013). Youth held at the Border: Immigration, education, and America. TCPress.
American Education Studies Association's Critics Book Choice 2013
Nominee for Phillip Chinn Book Award 2013, National Association for Multicultural Education
Nominee Benjamin L. Hooks Book Award 2013
From Harvard Educational Review: "Patel is also the kind of writer and scholar that education requires, one who is unafraid to tackle the immense web of threads that comprise educational phenomena, even if that means weaving together different methods and media. It is no surprise that in Youth held at the Border Patel has written the kind of book that education needs: a book careful to mold overpoliticized debates--in this case immigration--to the shape of everyday lives, hearts and minds of young people. This is a book that sounds a moral call we must heed."
Stevens, L. P., & Bean, T. W. (2007). Critical literacy: Context, research and practice in the K-12 classroom. New York: Sage. Critical Literacy: Context, Research, and Practice explores the theorization and implementation of critical literacy practices. As a subset of literacy pedagogy, critical literacy is distinguished by its particular emphasis upon interacting critically with texts and situating texts within broader political, cultural, historical, and economic contexts. A key focus of this text is the praxis of critical literacy; that is, theory and practice informing each other.
Comprised of chapters that make use of clear explanations of the tenets of critical literacy, the context of literacy pedagogy in the United States, and classroom examples, this text focuses on what can be learned about the theory of critical literacy from implementation and what practice can learn from theory. This book is particularly useful for educators trying to take up Freire's ideas of praxis and conscientizao.
Vadeboncoeur, J., & Stevens, L. P. (Eds). (2005). Reconstructing the ‘adolescent’: Sign, symbol, and body. New York: Peter Lang. This edited volume brings together researchers across disciplines who all have studied, and sometimes, worked against the ways that youth and adolescence are discursively constructed. Contributors problematize dominant discourses about adolescence through a critique of the discourses that position youths and an examination of how youths enact, contest and sometimes transform those same discourses. These studies, combining empirical research and semiotic analyses, offer a fresh perspective on young people in western societies today, at the level of everyday discourse, embodied through gesture and symbolic action, with material effects.
Patel, L. (2017). Walking the tightrope of visibility. Bank Street Occassional Papers Series, 38.
Patel, L. (2017). The ink of citizenship. Curriculum Inquiry, 47(1), 62-68.
Patel, L. (2016). Pedagogies of resistance and survivance: Learning as marronage. Equity & Excellence in Education. 49 (397-401).
Patel, L. & Price, A. (2016). The origins, potentials and limits of racial justice. Critical Ethnic Studies Journal
Patel, L. (2016). The irrationality of anti-racist empathy. The English Journal.
Patel, L. (2016). Deservingness: Challenging coloniality in education and migration scholarship. Journal of the Association of Mexican American Educators.
Patel, L. (2015). Desiring diversity and backlash: White property rights in higher education. The Urban Review, 47(4)
Patel, L. (2015). Reaching beyond democracy in educational policy analysis. Journal of Educational Policy.
Patel, L. (2014). Counting coloniality in educational research: From ownership to answerability. Educational Studies, 50(4), 357-377.
Patel, L. (2013). In loco emporium: Immigrant youth and educators in the social contracts of education. Children and Society, 27, 309-320.
Patel, L. (2013). Contact zones, problem posing and critical consciousness. Pedagogies: An International Journal, 7(4), 333-346.
Patel, L. (2012). Out of hostile takeovers sometimes comes awareness, always grief, and perhaps spaces for self determination. Peace and Conflict: Journal of Peace Psychology, 18(2), 191-192.
Stevens, L. P. (2011). Literacy, capital, and education: A view from immigrant youth. Theory into Practice.
Stevens, L. P., & Stovall, D. (2010). Literacy for xenophobia: A wake-up call. Journal of Adolescent & Adult Literacy, 48.
Stevens, L. P. & lisahunter (2009). ReFraming phases in education: Science, reform and quality. Curriculum Perspectives, 24(1), 98-106.
Stevens, L. P. (2009). Maps to interrupt a pathology: Immigrant populations and education. Critical Inquiry in Language Studies, 6(1-2), 1-14.
Stevens, L. P., & Piazza, P. (2010). President Obama and Secretary Duncan: You are looking through the wrong window. Journal of Adolescent & Adult Literacy, 47(1)
Stevens, L. P. (2008). The framing of policies: ideologies, issues, and implications. Journal of Adolescent & Adult Literacy, 46(4)
Stevens, L.P. (2003). Reading First: A critical policy analysis. The Reading Teacher, 56, 662-668.
Patel, L., & Saenz, L. S. (in press). Immigration and sexuality education in the United States: Collapsing borders. Handbook on Sexuality Education. Sage.
Patel, L. with S. Snickerberger, K. Coursey, & S. Smith (forthcoming). Undoing miseducation to be better teachers. In Y. Sealey-Ruiz, D. Hucks, & S. Caruthers (Eds.). Purposeful teaching and learning in diverse contexts: Implications for access, equity, and achievement.
Patel, L, & Ares, R. S. (2014). Framing youth resistance: The politics of coming out undocumented. In E. Tuck & K. W. Yang (Eds). Youth resistance research and theories of change. New York: Routledge.
Patel, L. & Gurn, A, et al. (2013). ReImaging structures of schooling: Immigrant youth, community partners and dynamic learning through partnerships. In K. Jocson, Ed. Cultural transformations: Youth and pedagogies of possibility. Harvard Education Press: Cambridge, MA.
Stevens, L. P. (2011). Locating the role of the critical discourse analyst. In R. Rogers, (Ed). Critical discourse analysis in educational settings, 2nd Ed. New York: Heinemann.
Stevens, L. P., & Dugan, M. (2009). Enabling constraints as educational design. In D. Rose (Ed.), Handbook of Multiliteracies and Education, New York: Sage.
Op-Eds and Essays
Patel, L. (December 27, 2016). Trump and settler colonialism. Critical Theory.Net
Patel, L. (December 23, 2015). The absolution of racism on college campuses. Beacon Broadside.
Patel, L. (September 17, 2015). Nationalist narratives, immigration, and coloniality. Decolonization, Indigeneity, Education & Society.
Patel, L. (May 13, 2014). Disentangling radical love from narcissism. The Feminist Wire
Patel, L. (April 24, 2013). The need to grieve. Racialicious.com
Stevens, L. P. (August 11, 2011). A field guide for White liberals who want to break up with Obama. Communitychangeinc.org.
Stevens, L. P. (March 12, 2011). Dispatch from the Global South (sort of). Communitychangeinc.org
Stevens, L. P. (2010). How to derail professionalism, in Boston Union Teacher, Op-Ed, (July-August)