"Ira Shor". English Department. Retrieved 2016-11-22.
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Milstein, T., Pileggi, M., & Morgan, E. (Eds.) (2017). Environmental Communication Pedagogy and Practice. London, UK: Routledge. https://doi.org/10.4324/9781315562148
Kopelson, Karen (2003). "Rhetoric on the edge of cunning: Or, the performance of neutrality (re) considered as a composition pedagogy for student resistance". College Composition and Communication. 55 (1): 119. doi:10.2307/3594203. JSTOR3594203.
Hairston, Maxine (1992). "Diversity, ideology, and teaching writing". College Composition and Communication. 43 (2): 179–193. doi:10.2307/357563. JSTOR357563.
O'Dair, Sharon (2003). "Class work: Site of egalitarian activism or site of embourgeoisement?". College English. 65 (6): 593–606. doi:10.2307/3594272. JSTOR3594272.
Smith, Smith (1997). "Students' Goals, Gatekeeping, and Some Questions of Ethics". College English. 59 (3): 299–320. doi:10.2307/378379. JSTOR378379.
Seas, Kristen (2006). "Enthymematic Rhetoric and Student Resistance to Critical Pedagogies". Rhetoric Review. (25) 4 (4): 429. JSTOR20176747.
Kopelson, Karen (2003). "Rhetoric on the edge of cunning: Or, the performance of neutrality (re) considered as a composition pedagogy for student resistance". College Composition and Communication. 55 (1): 119. doi:10.2307/3594203. JSTOR3594203.
Hairston, Maxine (1992). "Diversity, ideology, and teaching writing". College Composition and Communication. 43 (2): 179–193. doi:10.2307/357563. JSTOR357563.
O'Dair, Sharon (2003). "Class work: Site of egalitarian activism or site of embourgeoisement?". College English. 65 (6): 593–606. doi:10.2307/3594272. JSTOR3594272.
Smith, Smith (1997). "Students' Goals, Gatekeeping, and Some Questions of Ethics". College English. 59 (3): 299–320. doi:10.2307/378379. JSTOR378379.
hooks, bell (1994). Teaching to transgress : education as the practice of freedom. New York. ISBN0-415-90807-8. OCLC30668295.{{cite book}}: CS1 maint: location missing publisher (link)
Shor, Ira (1996). When students have power : negotiating authority in a critical pedagogy. Chicago: University of Chicago Press. ISBN0-226-75354-9. OCLC34558888.