“…However, while interactions between students and the school curriculum have been a recurring and multilayered area of study for generations of scholars and researchers (Snyder, Bolin, & Zumwalt, 1992), it is only during the past two decades that increasing attention has been paid to students' experiences of curriculum, as mediated by their multiple identities in classroom settings, as a matter of social justice (Erickson et al, 2008;Nieto, Bode, Kang, & Raible, 2008). Scholarship in this area is made more complex by the diverse range of conceptions of social justice that guide research and reform agendas in education-conceptions that, in turn, are often shaped by their origins in or coalescence with fiercely contested theoretical perspectives.…”