1. Abrams, L. S., & Gibbs, J. T. (2002). Disrupting the Logic of Home-School Relations: Parent Involvement Strategies and Practices of Inclusion and Exclusion. Urban Education, 37(3), 384–407.
2. Arrellano, G. (2017). How Disney redeemed itself with ‘Coco’ after the día de muertos trademark fiasco. Remezcla. Retrieved from https://remezcla.com/features/film/coco-disney-pixar-trademark/
3. Bauer, E. B., Colomer, S. E., & Wiemelt, J. (2020). Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program: Understanding Students’ Translanguaging Practices Across Informal Assessments. Urban Education, 55(3), 331–361. https://doi.org/10.1177/0042085918789743
4. Bell, D. A. (2015). Who’s afraid of critical race theory? In E. Taylor, D. Gillborn, & G. Ladson-Billings (Eds.), Foundations of critical race theory in education (pp. 31–42). Routledge.
5. Bonilla-Silva, E. (2003). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States. Rowman & Littlefield Publishers Inc.