Sky Educational Consulting Publications

Peer-Reviewed Book Chapters

Deits Cutler, K., & Liou, D. D. (2024). Reviving a pedagogy of knowledge: Decoloniality content analysis of media expectations for banned antiracist books. In F. Sanjakdar & M. W. Apple (Eds.), Engaging critical pedagogy in education: Global phenomenon, local praxis. Routledge. DOI:10.4324/9781003307570-6

Liou, D. D. & Deits Cutler, K. (2023). Coloniality of islamophobic expectations in children’s books: Implications for curricular epistemicide. In Adamska, M. (Ed.), EDUKACJA ZORIENTOWANA NA PRZYSZŁOŚĆ (pp. 7-38). Didacta Krakow.

Deits Cutler, K. & Liou, D. D. (2023). Beyond representation: Decoloniality content analysis as a methodology to de/reconstructing the sociology of expectations in curriculum. In M.D. Young & S. Diem (Eds.), Handbook of Critical Education Research: Qualitative, Quantitative, and Emerging Approaches. Routledge. DOI: 10.4324/9781003141464-42

Peer-Reviewed Journal Articles

Liou, D. D. & Deits Cutler, K. (2023). Key lessons from book bans: Critical literacy as a practice of freedom. July/August/September issue. Literacy Today, (July/August/September), 44-49. https://publuu.com/flip-book/24429/445819/page/46

Liou, D. D., & Deits Cutler, K. (2023). A framework for resisting book bans: It’s time to reclaim inclusive curriculum and affirm students’ lived experiences. Educational Leadership, 80(5), 48-53. https://ascd.org/el/articles/a-framework-for-resisting-book-bans

Liou, D. D., & Deits Cutler, K. (2021). Disrupting the educational racial contract of Islamophobia: Racialized curricular expectations of Muslims in children’s literature. Race Ethnicity and Education. DOI: 10.1080/13613324.2020.1753680

Brooks, M. C., Deits Cutler, K., Sanjakdar, F., & Liou, D. D. (2020). Teaching Jihad: Developing religious literacy through graphic novels. Religions, 11(11), 622. DOI: 10.3390/rel11110622 10.3390/rel11110622

Deits Cutler, K. (2019). Responding to the “Trump Effect'': Using transformative leadership and critical race curriculum to uplift one middle schools’ racialized climate. Educational Foundations and Social Justice Education Journal, 4(2), 41-56. https://eric.ed.gov/?id=EJ1246597

Liou, D.D., Leigh, P.R., Rotheram-Fuller, E., & Deits Cutler, K. (2019). The influence of teachers’ colorblind expectations on the political, normative, and technical dimensions of educational reform. International Journal of Educational Reform, 28(1), 122-148. DOI:10.1177/1056787918824207

Deits Cutler, K. (2018). Interrupting Islamophobia through children’s literature as counternarratives: Exploring what it is like to be Muslim in America. Oregon English Journal, 39(2), 30-34.

Cutler, K. J. (2017). Creating social justice-oriented social studies: Examining the social construction of race through the United States census. Oregon Journal of Social Studies, 5(2), 37-48. https://www.academia.edu/35362692/Creating_social_justice_oriented_social_studies_Examining_the_social_construction_of_race_through_the_United_States_census

Cutler, K. J. (2017). Critical literacy: Engaging first graders in the exploration of race through children’s literature. Worlds of Words Stories Journal, V(3). http://wowlit.org/wow-stories-volume-v-issue-3/3/

Cutler, K. J. (2015). A review of racism without racists: Color-blind racism and the persistence of racial inequality in America. Multicultural Perspectives, 17(4), 235-237. https://www.tandfonline.com/doi/full/10.1080/15210960.2015.1088310

Doctoral Dissertation

Deits Cutler, K. (2019). Making race matter: Interrupting racial color-blindness in education through the implementation of anti-racist curriculum. (Doctoral dissertation, Portland State University). Dissertation committee: Dot McElhone (Chair), Esperanza De La Vega, Anita Bright, & Maude Hines. https://pdxscholar.library.pdx.edu/open_access_etds/5494/