Pub Date : 2024-07-01Epub Date: 2022-05-16DOI: 10.1177/00420859221095005
Taylor Enoch-Stevens, Eupha Jeanne Daramola, Huriya Jabbar, Julie Marsh
Charter school policy represents two simultaneous forms of accountability, in which schools are accountable to both parents and authorizers. This study of a K-8 charter renewal decision interrogates these accountability relationships and the role of race and power in privileging the interests of particular stakeholders over others. Using counternarrative methodology and qualitative interviews and observations, we draw on critical race theory and new managerialism to make sense of the competing accounts surrounding a non-renewal process. We find four areas of tension, in which district officials subscribe to new managerialist authorizing styles that leave little room for participation from the Black and low-income school community. We conclude with recommendations for how districts can partner with communities to work toward frameworks of accountability that value the goals of multiple stakeholder groups.
{"title":"Accountability Battle: A Critical Analysis of a Charter Renewal Decision.","authors":"Taylor Enoch-Stevens, Eupha Jeanne Daramola, Huriya Jabbar, Julie Marsh","doi":"10.1177/00420859221095005","DOIUrl":"10.1177/00420859221095005","url":null,"abstract":"<p><p>Charter school policy represents two simultaneous forms of accountability, in which schools are accountable to both parents and authorizers. This study of a K-8 charter renewal decision interrogates these accountability relationships and the role of race and power in privileging the interests of particular stakeholders over others. Using counternarrative methodology and qualitative interviews and observations, we draw on critical race theory and new managerialism to make sense of the competing accounts surrounding a non-renewal process. We find four areas of tension, in which district officials subscribe to new managerialist authorizing styles that leave little room for participation from the Black and low-income school community. We conclude with recommendations for how districts can partner with communities to work toward frameworks of accountability that value the goals of multiple stakeholder groups.</p>","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11142471/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73367282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-03DOI: 10.1177/00420859241258186
Shamari K. Reid, Jaron Reid, Donna Reid (posthumous)
In our critical duo-ethnography, we reflect on our shared childhood as Black queer youth growing up within a Black mothering community in an urban context. Our analysis illustrates how our Black mothering community created homeplaces centered around the themes of resistance, restoration, and re-storying. And we draw on our analysis to articulate the possibilities of creating more inclusive K-12 spaces within urban contexts for Black LGBTQ+ youth. Specifically, we offer concrete examples from our Black mothering community to assist schools and education stakeholders in transforming schools into sites of resistance, restoration, and re-storying for Black LGBTQ+ youth.
{"title":"Black Mothering Communities as Homeplaces for Black LGBTQ+ Youth","authors":"Shamari K. Reid, Jaron Reid, Donna Reid (posthumous)","doi":"10.1177/00420859241258186","DOIUrl":"https://doi.org/10.1177/00420859241258186","url":null,"abstract":"In our critical duo-ethnography, we reflect on our shared childhood as Black queer youth growing up within a Black mothering community in an urban context. Our analysis illustrates how our Black mothering community created homeplaces centered around the themes of resistance, restoration, and re-storying. And we draw on our analysis to articulate the possibilities of creating more inclusive K-12 spaces within urban contexts for Black LGBTQ+ youth. Specifically, we offer concrete examples from our Black mothering community to assist schools and education stakeholders in transforming schools into sites of resistance, restoration, and re-storying for Black LGBTQ+ youth.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141270251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-02DOI: 10.1177/00420859241258187
M. B. Sankofa Waters, Mary M. Temple Rhodes (posthumous)
This article is an ethnographic telling rooted in Black feminisms and radical identity praxis. I center the life and labor of Mrs. Rhodes/Mama and name my experiences with her, growing up in Chicago and in Chicago public schools to historicize the legacy of Black liberatory practices. I ask the question: What can Mama teach us about how we engage Black youth in urban education? I conclude with four assignments she offers for personal and professional pedagogies: cultivating Village that reflects and affirms strong Black identities, listening & serving, maintaining joy, and looking beyond standardized metrics.
{"title":"“What's Happening Baby?” Lessons with My First Teacher, Mrs. Mary M. Temple Rhodes","authors":"M. B. Sankofa Waters, Mary M. Temple Rhodes (posthumous)","doi":"10.1177/00420859241258187","DOIUrl":"https://doi.org/10.1177/00420859241258187","url":null,"abstract":"This article is an ethnographic telling rooted in Black feminisms and radical identity praxis. I center the life and labor of Mrs. Rhodes/Mama and name my experiences with her, growing up in Chicago and in Chicago public schools to historicize the legacy of Black liberatory practices. I ask the question: What can Mama teach us about how we engage Black youth in urban education? I conclude with four assignments she offers for personal and professional pedagogies: cultivating Village that reflects and affirms strong Black identities, listening & serving, maintaining joy, and looking beyond standardized metrics.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-02DOI: 10.1177/00420859241258185
S. Toliver, Susan Renee Johnson, Erin Michelle Toliver Combs
A motherboard is the main circuit board in a computer, the connectivity point that ensures communication between important circuits and provides space for peripheral components to connect. As the central hub, the motherboard is the backbone, the point where power and data are distributed to the technological mechanisms that need it. Without the motherboard, connection is severed and functionality ceases. And is this not a description of Black mothering? Black mothers and othermothers are points of connectivity and communication between one generation and the next. They hold important data that will be transferred to their children, and they absorb and distribute power to the next generation to ensure current and future functionality in the Black community. Considering the idea of Black mothers as communal motherboards, this article utilizes Endarkened Storywork (undergirded by the Afrofuturist concept of the Black Networked Consciousness) to explore how one Black mother used ancestral knowing to help her children develop the navigational capital to succeed in a small urban characteristic city. As many education studies neglect to center the needs of Black youth in urban characteristic locations, we present a story and an accompanying analysis that illuminates this oft-forgotten geographical and learning landscape. In doing so, we present implications for education stakeholders to explicitly attend to geographical specificity in urban education.
{"title":"Tales From the Motherboard: Black Mothering Across the Black Networked Consciousness","authors":"S. Toliver, Susan Renee Johnson, Erin Michelle Toliver Combs","doi":"10.1177/00420859241258185","DOIUrl":"https://doi.org/10.1177/00420859241258185","url":null,"abstract":"A motherboard is the main circuit board in a computer, the connectivity point that ensures communication between important circuits and provides space for peripheral components to connect. As the central hub, the motherboard is the backbone, the point where power and data are distributed to the technological mechanisms that need it. Without the motherboard, connection is severed and functionality ceases. And is this not a description of Black mothering? Black mothers and othermothers are points of connectivity and communication between one generation and the next. They hold important data that will be transferred to their children, and they absorb and distribute power to the next generation to ensure current and future functionality in the Black community. Considering the idea of Black mothers as communal motherboards, this article utilizes Endarkened Storywork (undergirded by the Afrofuturist concept of the Black Networked Consciousness) to explore how one Black mother used ancestral knowing to help her children develop the navigational capital to succeed in a small urban characteristic city. As many education studies neglect to center the needs of Black youth in urban characteristic locations, we present a story and an accompanying analysis that illuminates this oft-forgotten geographical and learning landscape. In doing so, we present implications for education stakeholders to explicitly attend to geographical specificity in urban education.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-28DOI: 10.1177/00420859241258194
M. Billye Sankofa Waters
{"title":"When and Where We Enter: Introduction to the Special Issue","authors":"M. Billye Sankofa Waters","doi":"10.1177/00420859241258194","DOIUrl":"https://doi.org/10.1177/00420859241258194","url":null,"abstract":"","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141168265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-21DOI: 10.1177/00420859241244749
Jemimah Young, John Williams, A. C. Díaz Beltrán, Marlon James, Quinita D. Ogletree, M. Neshyba, Cristina Worely
In the seminal work “But What Is Urban Education?” from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support culturally diverse learners: urban intensive (large spatially dense cities), urban emergent (large suburbs and mid-sized cities), and urban characteristic (smaller suburbs and some rural areas). In the present study, we used a cited reference search strategy to locate and retrieve 319 articles citing the Milner article. Then, through quantitative content analysis, we characterized the prevalence and utilization of the typology in educational research. Our results indicate that researchers have used Milner's urban typology to frame urban settings and contexts ( n = 227). Moreover, the citation of the typology has consistently increased each year from 2012 to 2020. The majority of authors citing the typology have accepted it as a suitable framework to describe the urban characteristics of their study. Several authors have identified limitations and constraints related to the typology and have adapted, expanded, or rejected the typology. We provide implications to support theory development and empirical evaluation in urban educational spaces.
{"title":"Utilizing the Urban Education Typology: A Content Analysis of Selected Citations","authors":"Jemimah Young, John Williams, A. C. Díaz Beltrán, Marlon James, Quinita D. Ogletree, M. Neshyba, Cristina Worely","doi":"10.1177/00420859241244749","DOIUrl":"https://doi.org/10.1177/00420859241244749","url":null,"abstract":"In the seminal work “But What Is Urban Education?” from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support culturally diverse learners: urban intensive (large spatially dense cities), urban emergent (large suburbs and mid-sized cities), and urban characteristic (smaller suburbs and some rural areas). In the present study, we used a cited reference search strategy to locate and retrieve 319 articles citing the Milner article. Then, through quantitative content analysis, we characterized the prevalence and utilization of the typology in educational research. Our results indicate that researchers have used Milner's urban typology to frame urban settings and contexts ( n = 227). Moreover, the citation of the typology has consistently increased each year from 2012 to 2020. The majority of authors citing the typology have accepted it as a suitable framework to describe the urban characteristics of their study. Several authors have identified limitations and constraints related to the typology and have adapted, expanded, or rejected the typology. We provide implications to support theory development and empirical evaluation in urban educational spaces.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141117635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-25DOI: 10.1177/00420859241244776
Kaitlyn J. Selman, H. Baggett, LaKendrick Richardson
In this case study, we analyze commentary made in school board meetings by both board members and community members over a period of five years in Jefferson County Public Schools, Kentucky, as a school safety reform around school policing took shape. We review meeting minutes, public commentary, and policy documents to illustrate how carceral ideas shaped stakeholders’ views about safety, security, and what should happen in schools regarding police and students. We conclude with abolitionist perspectives about repair and investment in communities.
{"title":"Carceral Care in Kentucky: The Case of a School Safety Plan","authors":"Kaitlyn J. Selman, H. Baggett, LaKendrick Richardson","doi":"10.1177/00420859241244776","DOIUrl":"https://doi.org/10.1177/00420859241244776","url":null,"abstract":"In this case study, we analyze commentary made in school board meetings by both board members and community members over a period of five years in Jefferson County Public Schools, Kentucky, as a school safety reform around school policing took shape. We review meeting minutes, public commentary, and policy documents to illustrate how carceral ideas shaped stakeholders’ views about safety, security, and what should happen in schools regarding police and students. We conclude with abolitionist perspectives about repair and investment in communities.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140654559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-18DOI: 10.1177/00420859241244757
Jill Harrison Berg, Benjamin D. Parad
While instructional inequity persists throughout U.S. schools, urban schools serving students with a wide array of out-of-school factors that affect their schooling are especially challenged to ensure that Black and Brown students receive what they need to learn as consistently as white students do. Critical race theory helps explain why this inequity exists but does not explain how educators can address it. Drawing upon this theory and our experience with school-based Instructional Leadership Teams (ILTs), we use literature on transformational change, distributed leadership, and organizational learning to propose conditions under which ILTs can be engines for instructional equity.
{"title":"Advancing Equity Through Instructional Leadership Teams: A Theoretical Model","authors":"Jill Harrison Berg, Benjamin D. Parad","doi":"10.1177/00420859241244757","DOIUrl":"https://doi.org/10.1177/00420859241244757","url":null,"abstract":"While instructional inequity persists throughout U.S. schools, urban schools serving students with a wide array of out-of-school factors that affect their schooling are especially challenged to ensure that Black and Brown students receive what they need to learn as consistently as white students do. Critical race theory helps explain why this inequity exists but does not explain how educators can address it. Drawing upon this theory and our experience with school-based Instructional Leadership Teams (ILTs), we use literature on transformational change, distributed leadership, and organizational learning to propose conditions under which ILTs can be engines for instructional equity.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140630358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-15DOI: 10.1177/00420859241244770
Dabin Hwang, Rebekah Levine Coley
Extending work documenting historical resource inequities across U.S. schools, we examined how school financial and social resources mediate the relationship between family income and student achievement, and tested how these associations varied by race and ethnicity. Merging administrative school data sources to a nationally representative sample of U.S. elementary students, and employing structural equation modeling, we found that family income selected all children into more highly socially resourced schools, with significantly stronger effects for White children relative to students of color. Contrary to expectations, school financial and social resources were not significantly associated overall with achievement.
{"title":"Examining How School Resources Contribute to Income Achievement Disparities Across Race and Ethnicity","authors":"Dabin Hwang, Rebekah Levine Coley","doi":"10.1177/00420859241244770","DOIUrl":"https://doi.org/10.1177/00420859241244770","url":null,"abstract":"Extending work documenting historical resource inequities across U.S. schools, we examined how school financial and social resources mediate the relationship between family income and student achievement, and tested how these associations varied by race and ethnicity. Merging administrative school data sources to a nationally representative sample of U.S. elementary students, and employing structural equation modeling, we found that family income selected all children into more highly socially resourced schools, with significantly stronger effects for White children relative to students of color. Contrary to expectations, school financial and social resources were not significantly associated overall with achievement.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.1177/00420859241244774
Van T. Lac, Bianca Sulaica, Bianca Zapata
This qualitative study centers on interview data from ten Mexican American aspiring school leaders as they developed their racial literacy across two sociocultural foundations courses in a principal preparation program at a Hispanic Serving Institution in South Texas. The theoretical perspectives framing this study include notions of racial literacy and the subtractive schooling of Mexican school children in the United States. Findings illustrate how coursework strengthened Mexican American participants’ racial literacy in several ways. The discussion elaborates on racial literacy from theory to practice and the contextual elements that promote anti-racial literacy in P-20 settings in South Texas.
{"title":"“It Wasn’t Just in My Head”: A Qualitative Study on Nurturing the Racial Literacy of Mexican American Aspiring School Leaders in South Texas","authors":"Van T. Lac, Bianca Sulaica, Bianca Zapata","doi":"10.1177/00420859241244774","DOIUrl":"https://doi.org/10.1177/00420859241244774","url":null,"abstract":"This qualitative study centers on interview data from ten Mexican American aspiring school leaders as they developed their racial literacy across two sociocultural foundations courses in a principal preparation program at a Hispanic Serving Institution in South Texas. The theoretical perspectives framing this study include notions of racial literacy and the subtractive schooling of Mexican school children in the United States. Findings illustrate how coursework strengthened Mexican American participants’ racial literacy in several ways. The discussion elaborates on racial literacy from theory to practice and the contextual elements that promote anti-racial literacy in P-20 settings in South Texas.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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