Valenciá’s Garden

Valenciá’s GardenValenciá’s GardenValenciá’s Garden
🕊
In My Studious Era
  • 2024: Growcery Garden
  • 2024: Scholar Garden
  • 2024: ISU Course Design
  • 2024: My PhD Homework
  • 2023: My Autoethnography
  • 2022: EYL University
  • 2022: Freestyles
  • 2021: V-Achievable Q&A
  • 2021: Booktique
  • 2021: Everything Sheds
  • 2020: One Year Later
  • 2019: The Last Memoir
  • 2019: Nat Geo Fellowship
In My Activist Era
  • 2019: The Business of Edu
  • 2018: Self-Healing
  • 2018: Fine Free Library
  • 2018: Book Drive
In My Servant-Leader Era
  • 2018: Global Service
  • 2017: Kids Who Knw Evryth
  • 2017: Broken Keys
  • 2016: Soundless Cries
  • 2016: Queens’ Round Table
  • 2016: Crowning Blossoms
  • 2015: Literary Art Market
  • 2015: Cuba
  • 2014: White House IFAAE
  • 2013: Crossroads
About
Bio
Contact

Valenciá’s Garden

Valenciá’s GardenValenciá’s GardenValenciá’s Garden
🕊
In My Studious Era
  • 2024: Growcery Garden
  • 2024: Scholar Garden
  • 2024: ISU Course Design
  • 2024: My PhD Homework
  • 2023: My Autoethnography
  • 2022: EYL University
  • 2022: Freestyles
  • 2021: V-Achievable Q&A
  • 2021: Booktique
  • 2021: Everything Sheds
  • 2020: One Year Later
  • 2019: The Last Memoir
  • 2019: Nat Geo Fellowship
In My Activist Era
  • 2019: The Business of Edu
  • 2018: Self-Healing
  • 2018: Fine Free Library
  • 2018: Book Drive
In My Servant-Leader Era
  • 2018: Global Service
  • 2017: Kids Who Knw Evryth
  • 2017: Broken Keys
  • 2016: Soundless Cries
  • 2016: Queens’ Round Table
  • 2016: Crowning Blossoms
  • 2015: Literary Art Market
  • 2015: Cuba
  • 2014: White House IFAAE
  • 2013: Crossroads
About
Bio
Contact
More
  • 🕊
  • In My Studious Era
    • 2024: Growcery Garden
    • 2024: Scholar Garden
    • 2024: ISU Course Design
    • 2024: My PhD Homework
    • 2023: My Autoethnography
    • 2022: EYL University
    • 2022: Freestyles
    • 2021: V-Achievable Q&A
    • 2021: Booktique
    • 2021: Everything Sheds
    • 2020: One Year Later
    • 2019: The Last Memoir
    • 2019: Nat Geo Fellowship
  • In My Activist Era
    • 2019: The Business of Edu
    • 2018: Self-Healing
    • 2018: Fine Free Library
    • 2018: Book Drive
  • In My Servant-Leader Era
    • 2018: Global Service
    • 2017: Kids Who Knw Evryth
    • 2017: Broken Keys
    • 2016: Soundless Cries
    • 2016: Queens’ Round Table
    • 2016: Crowning Blossoms
    • 2015: Literary Art Market
    • 2015: Cuba
    • 2014: White House IFAAE
    • 2013: Crossroads
  • About
  • Bio
  • Contact
  • Sign In
  • Create Account

  • My Account
  • Signed in as:

  • filler@godaddy.com


  • My Account
  • Sign out

Signed in as:

filler@godaddy.com

  • 🕊
  • In My Studious Era
    • 2024: Growcery Garden
    • 2024: Scholar Garden
    • 2024: ISU Course Design
    • 2024: My PhD Homework
    • 2023: My Autoethnography
    • 2022: EYL University
    • 2022: Freestyles
    • 2021: V-Achievable Q&A
    • 2021: Booktique
    • 2021: Everything Sheds
    • 2020: One Year Later
    • 2019: The Last Memoir
    • 2019: Nat Geo Fellowship
  • In My Activist Era
    • 2019: The Business of Edu
    • 2018: Self-Healing
    • 2018: Fine Free Library
    • 2018: Book Drive
  • In My Servant-Leader Era
    • 2018: Global Service
    • 2017: Kids Who Knw Evryth
    • 2017: Broken Keys
    • 2016: Soundless Cries
    • 2016: Queens’ Round Table
    • 2016: Crowning Blossoms
    • 2015: Literary Art Market
    • 2015: Cuba
    • 2014: White House IFAAE
    • 2013: Crossroads
  • About
  • Bio
  • Contact

Account


  • My Account
  • Sign out


  • Sign In
  • My Account

References

  • Adams, T. E., Ellis, C., & Holman Jones, S. (2017). Autoethnography. In M. Jörg, C. S. Davis, & R. E.  Potter (Eds.), The international encyclopedia of communication research methods (pp. 1–11). https://doi.org/10.1002/9781118901731.iecrm0011


  • Banks, J. A. (2015). Researching race, culture, and difference. In J. A. Banks (Ed.), Cultural diversity and education: Foundations, curriculum, and teaching (6th ed., pp. 137-159). Pearson.
  • Berkovich, I., & Grinshtain, Y. (2022). Typology of “tough love” leadership in urban schools facing challenging circumstances. Urban Education, 57(1), 108–134. https://doi.org/10.1177/0042085918801883 


  • Bray, M., Adamson, B., Mason, M. (2014). Different models, different emphases, different insights. In M. Bray, B. Adamson, & M. Mason (Eds.), Comparative education research: Approaches and methods (2nd ed., pp. 417-436). Comparative Education Research Centre. 


  • Cho, J., & Trent, T. (2006). Validity in qualitative research revisited. Qualitative Research, 6(3), 319–340. https://doi.org/10.1177%2F1468794106065006


  • Cornet, V. P., Hall, N.K., Cafaro, F. & Brady, E.L. (2017). How image-based social media websites support social movements. In Proceedings of the 2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA ’17). ACM, New York, NY, USA, 2473–2479. https://doi.org/10.1145/3027063.3053257


  • Crenshaw, K. (2016, October). The urgency of intersectionality: TED Talk [Video]. TED Conference. https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality?language=en 


  • Creswell, J. W., & Miller, D. L. (2010). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124–130. https://doi.org/10.1207/s15430421tip3903_2


  • Fairbrother, G. P. (2014). Quantitative and qualitative approaches in comparative education. In M. Bray, B. Adamson, & M. Mason (Eds.), Comparative education research: Approaches and methods (2nd ed., pp. 71-93). Comparative Education Research Centre. 


  • Freire, P. (2005). Pedagogy of the oppressed (30th Anniv. ed.). Continuum. 


  • Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-606. https://nsuworks.nova.edu/tqr/vol8/iss4/6 


  • Jackson, L. (2014). Comparing race, class, and gender. In M. Bray, B. Adamson, & M. Mason (Eds.), Comparative education research: Approaches and methods (2nd ed., pp. 194-220). Hong Kong, China: Comparative Education Research Centre.
  • Kumar, S., Haque, S., Zhou, L., & Spivey, C. A. (2022). Classroom engagement through short stories and motivational messages. Pharmacy Education, 22(1), 199-210. https://doi.org/10.46542/pe.2022.221.199210
  • Mason, M. (2014). Comparing cultures. In M. Bray, B. Adamson, & M. Mason (Eds.), Comparative education research: Approaches and methods (2nd ed., pp. 194-220). Hong Kong, China: Comparative Education Research Centre. 
  • Milner, H. R. (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36(7), 388-400. https://doi.org/10.3102/0013189X07309471
  • Segev, N., Avigdor, N.., & Avigdor., E. (2018). Measuring influence on instagram: a network-bblivious approach. In The 41st International ACM SIGIR Conference on Research & Development in Information. ACM. https://doi.org/10.1145/3209978.3210134


  • Pritchy Smith, G. (1998). Common sense about uncommon knowledge: The knowledge bases for diversity. American Association for Colleges for Teacher Education.
  • Rodriguez, G. M. (2013). Power and agency in education: Exploring the pedagogical dimensions of funds of knowledge. Review of Research in Education, 37(1), 87-120. https://doi.org/10.3102/0091732X12462686
  • Srivastava, P. (2006). Reconciling multiple researcher positionalities and languages in international research. Research in Comparative and International Education, 1(3), 210-222. https://doi.org/10.2304/rcie.2006.1.3.210
  • Stinson, K. M. (2007). Diversity Awareness Profile (DAP): Facilitator's Guide. John Wiley & Sons. Change Diversity Assessment to Diversity Awareness
  • Taylor, E. (2017). Bildung: An introduction. In A. Laros, T. Fuhr, & E. W. Taylor (Eds.), Transformative learning meets Bildung (pp. 3-16). Sense Publishers. 


  • Walby, S., Armstrong, J., & Strid, S. (2012). Intersectionality: multiple inequalities in social theory. Sociology, 46(2), 224–240. https://doi.org/10.1177/0038038511416164 


  • Wall, S. (2008). Easier said than done: writing an autoethnography. International Journal of Qualitative Methods, 7(1), 38–53. https://doi.org/10.1177%2F160940690800700103


  • Watkins, D. A. & Van Aalst, J.  (2014). Comparing ways of learning. In M. Bray, B. Adamson, & M. Mason (Eds.), Comparative education research: Approaches and methods (2nd ed., pp. 194-220). Hong Kong, China: Comparative Education Research Centre.
  • Wink, J. (2011). Critical pedagogy: notes from the real world. Upper Saddle River, NJ: Pearson.

Instagram Notes

© 2025 Valenciá's Garden, LLC - All Rights Reserved.