Sleeter, C. Introduction to “Emerging from Standardization: Learning to teach for cultural, cognitive, and community relevance.” Guest editor for The Educational Forum 83, 231-236.

Sleeter, C. E. La transformación del currículo en una sociedad diversa: ¿quién y cómo se decide el currículum? Relieve 24(2), 1-12. doi:

Sleeter, C. E. Considering core assumptions about what it means to teach. Teachers College Record 121 (6).


Sleeter, C. A framework to improve teaching in multicultural contexts. Education and Self-Development 13(1), 43-54.

Sleeter, C. E. Probing beneath meanings of multicultural education. In Cha, Y. K., Ham, S. H., & Lee, M. S. (2018). Routledge International Handbook of Multicultural Education in Asia Pacific (pp. 23-36). New York: Routledge.

Sleeter, C. E. Multicultural education past, present, and future: Struggles for dialog and power-sharing. International Journal of Multicultural Education 20(1), 5-20.

Sleeter, C. Los estudios étnicos y la justicia social: Hacia una transformación en la pedagogía. En D. Ferrada (Coord.) Políticas Educativas y su Impacto en las Comunidades. Investigación en educación para la justicia social (pág. 41-54). Talca, Chile: Ediciones UCM.

Sleeter, C. E. Learning to teach through controversy. Kappa Delta Pi Record 54: 18-22.


Sleeter, C. Writing fiction for social transformation. Ubiquity: The Journal of Literature, Literacy and the Arts 4(2), 15-33.

Sleeter, C. E. Designing lessons and lesson sequences with a focus on ethnic studies or culturally responsive curriculum. TeachingWorks Repository, University of Michigan.

Sleeter, C. E. Neoliberalism, democracy, and the question of whose knowledge to teach. Teacher Education & Practice 30(2): 307-309.

Sleeter, C. E. Critical race theory and the whiteness of teacher education. Urban Education 52(2).


Sleeter, C. E. Abrazos a Richard Ruiz. Bilingual Research Journal 38 (3-4): 359-360.

Sleeter, C. Commentary: Wrestling with problematics of whiteness in teacher education. International Journal of Qualitative Studies in Education 29(8): 1065-1068.

Sleeter, C. E. Critical family history: Situating family within contexts of power relationships. Journal of Multidisciplinary Research 8(1): 11-24.

Hynds, A. S., Hindle, T., Savage, C., Meyer, L.H., Penetito, W. & Sleeter. C.  The impact of teacher professional development to reposition pedagogy for Indigenous students in mainstream schools. The Teacher Educator 51: 230-249.

Jupp, J. C., & Sleeter, C. E. Interview of Christine Sleeter on Multicultural Education: Past, Present, and Key Future Directions. National Youth-At-Risk Journal, 1(2). 

Sleeter, C. E., Montecinos, C. Jiménez, F. Preparing teachers for social justice in the context of education policies that deepen class segregation in schools: The case of Chile. In J. Lampert & B. Burnett (Eds). Teacher education for high poverty schools. Springer.

Sleeter, C. E. Ethnicity and the curriculum. In D. Wyse, L. Hayward & J. Pandya (Eds). The SAGE handbook of curriculum, pedagogy and assessment (pp. 231-246). Los Angeles: SAGE.

Sleeter, C. E. Learning to work while white to challenge racism in higher education. In N. M. Joseph, C. Haynes, & F. Cobb (Eds). Interrogating whiteness and relinquishing power (pp. 13-26). New York: Peter Lang.


Sleeter, C. E., Soriano-Alaya, E., & González-Jimenez, A. J. Community funds of knowledge and immigrant associations: An exploration from southern Spain. In Mitakidou, S. (Ed.) Roma inclusion – International and Greek experiences (pp. 51-67). Thessaloniki: Copy City.

Sleeter, C. E. Multicultural education vs. factory model schooling. In H. P. Baptiste, A. Ryan, B. Arajuo, & R. Duhon-Sells (Eds). Multicultural educationL A renewed paradigm of transformation and call to action (pp. 115-136). San Francisco: Caddo Gap Press.

Sleeter, C. E. Multicultural curriculum and critical family history. Multicultural Education Review 7 (1-2): 1-11.

Sleeter, C. E. Viewing Barack Obama through racist stereotypes. In K. Fasching-Varner & N. D. Hartlep (Eds). The assault on communities of color (pp. 73-98). Lanham, MD: Rowman & Littlefield.

Sleeter, C. E. Equity and race-visible urban school reform. In M. Khalifa, C. Grant, M. W. Arnold, & A. F. Osanloo (Eds.), Handbook of urban educational leadership (pp. 135-146). Lanham, MD: Rowman & Littlefield.

Lee, J., Kumashiro, K., & Sleeter, C. Interrogating identity and social contexts through “critical family history.” Multicultural Perspectives 17(1): 28-32.

Sleeter, C. E. Learning to become an antiracist racist. In E. Moore, Jr., M. W. Penick-Parks, and A. Michael (Eds.). Everyday white people confront racial & social injustice: 15 stories (pp. 79-88). Sterling, VA: Stylus.

Sleeter, C. E. Deepening social justice teaching. Journal of Language and Literacy Education. February

Tintiangco-Cubales, A., Kohli, R., Sacramento, J., Henning, N., Agarwal-Rangnath, R., & Sleeter, C. Toward an ethnic studies pedagogy: Implications for K-12 schools from the research. The Urban Review 47(1): 104-125.


Sleeter, C. E. Public art and marginalized communities. Ubiquity: The Journal of Literature, Literacy, and the Arts. 1(1): 9-17.

Sleeter, C. E. 2014. Multiculturalism and education for citizenship in a context of neoliberalism. Intercultural Education 25(2).

Sleeter, C. Aprendiendo prácticas pedagógicas que promueven la justicia social. En Maureira, O. & Montecinos, C. (Coord). Hacia una Transformación Educativa con Sentido de Equidad e Inclusión (pág. 57-62). Chile: Universidad Católica Silva Henríquez y Pontificia Universidad Católica de Valparaíso.

Sleeter, C. E. Book Review: A. T. Jealous & C. T. Haskell (Eds.). Combined Destinies. Equity & Excellence in Education 47(2), 246-249.

Sleeter, C. E. Toward teacher education research that informs policy. Educational Researcher 43(3), 146-153.

Sleeter, C. E. Inheriting footholds and cushions: Family legacies and institutional racism. In J. Flores Carmona & K. V. Luschen (Eds). Crafting critical stories: Toward pedagogies and methodologies of collaboration, inclusion, and voice (pp. 11-26). New York: Peter Lang.

Sleeter, C. E. Diversity, social justice, and resistance to empowerment. In J. DeVitis & K. Teitelbaum (Eds). School reform critics: The struggle for democratic schooling (pp. 147-158). New York: Peter Lang.


Soriano, E., González, A., & Sleeter, C. The participation of immigrant associations in multicultural school in Southern Spain: Some suggestions for cooperation. Publicaciones, 43, 13-28.

Sleeter, C. E. Teaching for social justice in multicultural classrooms. Multicultural Education Review 5(2), 1-19.

Sleeter, C. E. Ethnic Studies. Oxford Bibliographies. Education editor: Luanna Meyer. Oxford University Press.

Bhopal, K. & Sleeter, C. E. Review symposium: Can education change society? Race Ethnicity and Education 61(3), 430-438.


Sleeter, C. E. Working to awaken: Seeing the need for multicultural education. In L. G. Denti & P. A. Whang (Eds.). Rattling chains: Exploring social justice in education (pp. 13-18). Boston: Sense Publishers.

Sleeter, C. E. Confronting the marginalization of culturally responsive pedagogy. Urban Education 47(3), 562-584.

Sleeter, C. E. Working with European American students: Our informant. In J. Moule (Ed.) Cultural Competence: A primer for educators, 2nd ed. (pp. 328-331). Belmont, CA: Wadsworth.


Sleeter, C. E. The academic and social value of ethnic studies. Washington, DC: National Education Association.

Sleeter, C. E. & Owuor, J. Research on the impact of teacher preparation to teach diverse students: The research we have and the research we need. Action in Teacher Education 33 (5-6), 524-537.

Sleeter, C. E. Multiculturalismo, inmigración y escuelas: La preparación de los inmigrantes para el liderazgo en sociedades multiculturales. In E. Soriano Ayala (Ed.), El valor de la educación en un mundo globalizado (pp. 47-68). Madrid: La Muralla.

Sleeter, C. E. Pedagogías de la equidad en la formación de profesores. En J. Campos, C. Montecinos & A. González (Coords.), Mejoramiento escolar en acción (p®ag. 15-32). Valparaíso, Chile: Centro de Investigación Avanzada en Educación & Pontificia Universidad Católica de Valparaíso.

Hynds, A., Sleeter, C., Hindle, R., Savage, C. & Meyer, L. H. Te Kotahitanga: A case study of a repositioning approach to teacher professional development for culturally responsive pedagogies. Asia-Pacific Journal of Teacher Education 39 (4).

Hindle, D., Hynds, A., Meyer, L., Penetito, W., Savage, C., Culturally responsive pedagogies in the visual and performing arts: Exemplars, missed opportunities and challenges. Curriculum Matters 7, 26-47.

Sleeter, C. E. Rethinking Schools and the power of silver. Rethinking Schools 26(1), 18-19.

Savage, C., Hindle, R., Meyer, L. H., Hynds, A., Penetito, W., & Sleeter, C. E. Culturally responsive pedagogies in the classroom: Indigenous student experiences across the curriculum. Asia-Pacific Journal of Teacher Education 39 (3), 183-198.

Sleeter, C. E. Reexamining social inequality in schools and beyond: A conversation with Christine Sleeter (pp. 67-74); and Afterword (pp. 183-186). In P. W. Orelus (Ed.) Rethinking race, class, language and gender. Lanham, NJ: Rowman & Littlefield.

Soriano, E., Franco, C., & Sleeter, C. The impact of a values education programme for adolescent Romanies in Spain on their feelings of self-realisation. Journal of Moral Education 40(2), 217-236.

Sleeter, C. E. Are standards and multicultural education compatible? ASCD Express 6 (15). 

Sleeter, C. E. Becoming white: Reinterpreting a family story by putting race back into the picture. Race Ethnicity and Education 14 (4), 421-433.

Sleeter, C. E. Reflections on my use of multicultural and critical pedagogy when students are white. In K. L. Koppelman (Ed.) Perspectives on Human Differences(pp. 315-319). Boston: Pearson.

Meyer, L. H., Sleeter, C. E., Zeichner, K., Park, H. S., Hoban, G. & Sorenson, P. An international survey of higher education students’ world-mindedness and global citizenship. In B. Lindsay & W. J. Blanchett (Eds), Universities and global diversity: Preparing educators for tomorrow (p. 179-191). New York: Routledge. 

Sleeter, C. E. & Milner, H. R. IV. Researching successful efforts in teacher education to diversify teachers. In A. F. Ball & C. A. Tyson, Eds. Studying Diversity in Teacher Education (p. 81-104). New York, NY: Rowman & Littlefield. 


Sleeter, C. E. Culturally responsive pedagogy: A reflection. Journal of Praxis in Multicultural Education 5(1), 116-119.

Sleeter, C. E. “Race” and early childhood education: An international approach to identity, politics, and pedagogy (Book Review). International Journal of Equity and Innovation in Early Childhood 8 (1), 25-28.

Sleeter, C. E. Why Is there Learning Disabilities? A critical analysis of the birth of the field in Its social context. Reprinted from T.S. Popkewitz (Ed.), The Formation of School Subjects: The Struggle for Creating an American Institution. (pp. 210-237). London: Palmer Press, in Disability Studies Quarterly 30(2).

Sleeter, C. E. Building a counter-theory about disability. Disability Studies Quarterly 30(2).

Sleeter, C. E. Probing beneath meanings of multicultural education. Multicultural Education Review 2(1), 1-24.

Sleeter, C. E. Federal education policy and social justice education. In T. K. Chapman & N. Hobbel (Eds.). Social Justice Pedagogy Across the Curriculum (pp. 36-58). New York: Routledge.

Sleeter, C. E. Decolonizing curriculum: An essay review of The Sacred Hoop. Curriculum Inquiry 40 (2), 193-203.

Sleeter, C. E. Transgressing boundaries for socially just teaching. In M. C. Fehr & D. E. Fehr, (Eds.) Teach Boldly! (pp. 1-11). New York: Peter Lang.

Sleeter, C. E. Class (socioeconomic) research. In C. Kridel (Ed.) SAGE Encyclopedia of Curriculum Studies. SAGE.