EFL Students’ perceptions on Gender Stereotypes through their Narratives

Barton, D., Hamilton, M., & Ivanic, R. (2000). Situated literacies: Reading and writing in Context. New York, NY: Routledge.

Canagarajah, S. (2005). Reclaiming the local in language policy and practice. Mahawh, NJ: Lawrence Elbaum Associates. https://doi.org/10.4324/9781410611840

Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage publications.

Clavijo, A. (2014). Implementing community-based pedagogies in a language teacher education program in Colombia. Bogotá, Colombia: Universidad Distrital.

Clavijo, A., Guerrero, C., Torres, C., Ramírez, L., & Torres, N. (2004). Teachers acting critically upon the curriculum: Innovations that transform teaching. Íkala: Revista de lenguaje y cultura, 9(15), 11-41.

Cochran-Smith, M. (2005). The new teacher education: For better or for worse? Educational Researcher, 34(7), 3-17. https://doi.org/10.3102/0013189X034007003

Comber, B. (2013). Schools as meeting places: Critical and inclusive literacies in changing local environments. Language Arts, 90(5), 361-371.

Comber, B. (2016). Critical and inclusive literacies: Pedagogies of belonging. In B. Comber (Ed.), Literacy, place, and pedagogies of possibility (pp. 33-63). New York, NY: Routledge. https://doi.org/10.4324/9781315735658

Comber, B. (2017). Literacy geography and pedagogy: Imagining translocal research alliances for educational justice. Literacy Research: Theory, Method, and Practice, 1-20. https://doi.org/10.1177/2381336917717479

Comber, B., Thomson, P., & Wells, M. (2001). Critical literacy finds a" place": Writing and social action in a low-income Australian grade 2/3 classroom. The Elementary School Journal, 101(4), 451-464. https://doi.org/10.1086/499681

Demarest, A. (2014). Place-based curriculum design. New York, NY: Taylor & Francis. https://doi.org/10.4324/9781315795195

Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. USA: Rowman & Littlefield.

Freire, P., & Macedo, D. (1987). Literacy. Reading the word and the world. Massachusetts: Bergin and Garvey.

Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.

Gonzalez, A. (2007). Professional development of EFL teachers in Colombia: Between colonial and local practices. Íkala: Revista de Lenguaje y Cultura, 12(18), 309-332.

Greenwood, D. (2013). A critical theory of place-conscious education. In J. Dillon & M. Brody (Eds.), International handbook of research on environmental education (pp. 93-100). New York. Routledge. https://doi.org/10.4324/9780203813331.ch9

Gruenewald, D. A. (2003). Foundations of place: A multidisciplinary framework for place conscious education. American Educational Research Journal, 40(3), 619-654. https://doi.org/10.3102/00028312040003619

Kretzmann, J., & McKnight, J. (1993). Building communities from the inside out: A path toward finding and mobilizing a community's assets. Evanston, IL: Institute for Policy Research.

Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. San José, CA: San José State University. https://doi.org/10.2307/3588427

Luke, A., & Woods, A. (2009). Critical literacies in schools: A primer. Voices from the Middle, 17(2) 9-18.

Mejía, M. R. (2011). Educaciones y pedagogías críticas desde el sur. Cartografía de la Educación popular. Lima: Editorial Quimantú.

Mills, C., & Ballantyne, J. (2009). Pre-service teachers' dispositions towards diversity: Arguing for a developmental hierarchy of change. Teaching and Teacher education, 26(3), 447-454. https://doi.org/10.1016/j.tate.2009.05.012

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (2005). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into practice, 31(2), 132-141. https://doi.org/10.1080/00405849209543534

Murrell, P. (2001). The community teacher: A new framework for effective urban teaching. New York, NY: Teachers' College Press.

Pandya, J., & Ávila, J. (2013). Moving critical literacies forward: A new look at praxis across contexts. New York, NY: Routledge. https://doi.org/10.4324/9780203521861

Sharkey, J. (2012). Community-based pedagogies and literacies in language teacher education: Promising beginnings, intriguing challenges. Íkala, 17(1), 9-13.

Sharkey, J., & Clavijo-Olarte, A. (2012). Promoting the value of local knowledge in ESL EFL teacher education through community-based field assignments. In B. Medrado & C. Reichmann (Eds.), Projetos e praticas na formação de professores de língua inglesa (pp. 39-58). Paraiba, Brasil: Editora Universitaria.

Sharkey, J., Clavijo, A., & Ramírez, M. (2016). Developing a deeper understanding of community-based pedagogies with teachers: Learning with and from teachers in Colombia. Journal of Teacher Education, 67(3), 1-14. https://doi.org/10.1177/0022487116654005

Smith, G., & Sobel, D. (2010). Place-and community-based education in schools. Routledge. London: Routledge.

Zeichner, K. M., & Conklin, H. G. (2008). Teacher education programs as sites for teacher preparation. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K.E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 269-289). New York: Routledge.