Pub Date : 2024-01-31DOI: 10.1177/00420859241227964
Margaret (Mimi) Owusu, Anna Almore, Monét Cooper, Mara Johnson, Gabrielle Kubi, Christine L. Quince
Because Black girls are seen as oppositional to middle-class, white femininity and positioned as unworthy of protection within oppressive systems, Black girl play is deemed dangerous. Thus, we created The Black Girl Collective (BGC) and convened to consider: What do we learn from witnessing Black girls’ joyful acts through their digital dance challenge performances? We recognize Black girls’ digital dance practices as praxis and offer implications and possibilities for how researchers and educators can tune their gaze to reimagine learning environments for all children, especially Black girls.
由于黑人女孩被视为中产阶级、白人女性气质的对立面，在压迫性制度中被定位为不值得保护，因此黑人女孩的游戏被认为是危险的。因此，我们创建了 "黑人女孩集体"（The Black Girl Collective，BGC），并召集大家一起思考：通过观看黑人女孩的数字舞蹈挑战表演，我们从她们的快乐行为中学到了什么？我们认为黑人女孩的数字舞蹈实践是一种实践，并为研究人员和教育工作者如何调整他们的视线，为所有儿童，尤其是黑人女孩重新想象学习环境提供了意义和可能性。
{"title":"It's Up and It's Stuck: Witnessing Black Girl Joy in Digital Spaces","authors":"Margaret (Mimi) Owusu, Anna Almore, Monét Cooper, Mara Johnson, Gabrielle Kubi, Christine L. Quince","doi":"10.1177/00420859241227964","DOIUrl":"https://doi.org/10.1177/00420859241227964","url":null,"abstract":"Because Black girls are seen as oppositional to middle-class, white femininity and positioned as unworthy of protection within oppressive systems, Black girl play is deemed dangerous. Thus, we created The Black Girl Collective (BGC) and convened to consider: What do we learn from witnessing Black girls’ joyful acts through their digital dance challenge performances? We recognize Black girls’ digital dance practices as praxis and offer implications and possibilities for how researchers and educators can tune their gaze to reimagine learning environments for all children, especially Black girls.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"172 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139954266","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 : 2024-01-31DOI: 10.1177/00420859241227961
Farzana Saleem, Lionel C. Howard, Cameron Schmidt-Temple, Audra Langley, Tyrone Howard
Ethnic-racial socialization (ERS) is essential for youth of color to navigate the racialized world. There is a need to understand teachers’ practices as an extension of family-based ERS. This study explores teachers’ ERS engagement with African American and Latine adolescents attending two large, diverse high schools. Two 90-minute focus groups were conducted ( n = 15), utilizing thematic analysis and inter-coder agreement. Teachers reported nuanced ERS messages and methods. Facilitators and barriers ranged from macro (i.e., institutional), meso (i.e., community), and micro-level (i.e., personal). Findings are understood within congruency or distinction from parental ERS with implications for teacher practices within urban schools.
民族-种族社会化（ERS）对于有色人种青少年在种族化的世界中游刃有余至关重要。有必要了解教师的做法是基于家庭的 ERS 的延伸。本研究探讨了在两所大型多元化高中就读的非裔美国人和拉丁裔青少年中教师的种族-种族社会化参与情况。利用专题分析和编码者之间的一致意见，进行了两个 90 分钟的焦点小组讨论（n = 15）。教师们报告了细微的 ERS 信息和方法。促进因素和障碍包括宏观层面（即机构）、中观层面（即社区）和微观层面（即个人）。研究结果与家长的 ERS 既有一致之处，也有不同之处，对城市学校的教师实践具有启示意义。
{"title":"Understanding Teachers’ Ethnic-Racial Socialization Practices with Students in Schools: A Qualitative Inquiry","authors":"Farzana Saleem, Lionel C. Howard, Cameron Schmidt-Temple, Audra Langley, Tyrone Howard","doi":"10.1177/00420859241227961","DOIUrl":"https://doi.org/10.1177/00420859241227961","url":null,"abstract":"Ethnic-racial socialization (ERS) is essential for youth of color to navigate the racialized world. There is a need to understand teachers’ practices as an extension of family-based ERS. This study explores teachers’ ERS engagement with African American and Latine adolescents attending two large, diverse high schools. Two 90-minute focus groups were conducted ( n = 15), utilizing thematic analysis and inter-coder agreement. Teachers reported nuanced ERS messages and methods. Facilitators and barriers ranged from macro (i.e., institutional), meso (i.e., community), and micro-level (i.e., personal). Findings are understood within congruency or distinction from parental ERS with implications for teacher practices within urban schools.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"113 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953905","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 : 2024-01-31DOI: 10.1177/00420859241227956
Wilson Kwamogi Okello
This manuscript thinks with Harriet Jacobs; I am concerned with the otherwise worlds, the productions of Black Joy that Black people devise while in the crawlspace, understood here as higher education contexts. Whereas the condition of Black life is in an antagonistic relationship with society, I ask, what is the sound, look, and feeling of Black Joy? Unspeakable joy, or what I define as the praxes of interior elaboration, cramped creation, and otherwise imagining, are loopholes for Black people to extricate the self from untenable antagonisms and harboring spaces to plot, envision, and realize fuller lives on their terms.
{"title":"Unspeakable Joy: Anti-Black Constraint, Loopholes of Retreat, and the Practice of Black Joy","authors":"Wilson Kwamogi Okello","doi":"10.1177/00420859241227956","DOIUrl":"https://doi.org/10.1177/00420859241227956","url":null,"abstract":"This manuscript thinks with Harriet Jacobs; I am concerned with the otherwise worlds, the productions of Black Joy that Black people devise while in the crawlspace, understood here as higher education contexts. Whereas the condition of Black life is in an antagonistic relationship with society, I ask, what is the sound, look, and feeling of Black Joy? Unspeakable joy, or what I define as the praxes of interior elaboration, cramped creation, and otherwise imagining, are loopholes for Black people to extricate the self from untenable antagonisms and harboring spaces to plot, envision, and realize fuller lives on their terms.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"4 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139954142","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 : 2023-12-06DOI: 10.1177/00420859231214210
Ana Solano-Campos
Using an ethico-epistemic lens that integrates Latina decolonizing feminist thought, I examine the ways in which Latina dual language teachers in a Dual Language Bilingual Education (DLBE) program in Massachusetts mobilized epistemic authorship to address knowledge-based injustices that they experienced at work. The teachers enacted epistemic authorship by inscribing experiential, relational, and healing epistemic practices and communities as vehicles for hope and possibility. I argue that epistemic authorship is a crucial dimension of critically conscious DLBE teacher preparation.
{"title":"Beyond the Land of Thorns: Epistemic Authorship in Dual Language Bilingual Education","authors":"Ana Solano-Campos","doi":"10.1177/00420859231214210","DOIUrl":"https://doi.org/10.1177/00420859231214210","url":null,"abstract":"Using an ethico-epistemic lens that integrates Latina decolonizing feminist thought, I examine the ways in which Latina dual language teachers in a Dual Language Bilingual Education (DLBE) program in Massachusetts mobilized epistemic authorship to address knowledge-based injustices that they experienced at work. The teachers enacted epistemic authorship by inscribing experiential, relational, and healing epistemic practices and communities as vehicles for hope and possibility. I argue that epistemic authorship is a crucial dimension of critically conscious DLBE teacher preparation.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"42 3","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595349","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 : 2023-11-20DOI: 10.1177/00420859231214179
E. Edwards
Effective support for students experiencing homelessness requires collaboration and coordination within and between agencies. However, this can be difficult for communities with limited resources and majority Black and Latino populations. This article explores the challenges faced by a divested urban school district in establishing meaningful community partnerships for supporting homeless students. Using an anti-deficit achievement framework and structural racism lens, interviews with district personnel, city and county government, and community-based organizations illustrate how homeless liaisons overcame structural and political barriers by seeking informal support networks outside their city and partnering with organizations beyond their immediate jurisdiction to better serve students experiencing homelessness. Building upon recent discourse on how to best support students experiencing homelessness, this article offers a much needed examination of the role of homeless liasons in implementing MVA.
{"title":"Resource Hopping: Examining the Policy Barriers Faced and Strategies Used to Establish Partnerships for Students Experiencing Homelessness","authors":"E. Edwards","doi":"10.1177/00420859231214179","DOIUrl":"https://doi.org/10.1177/00420859231214179","url":null,"abstract":"Effective support for students experiencing homelessness requires collaboration and coordination within and between agencies. However, this can be difficult for communities with limited resources and majority Black and Latino populations. This article explores the challenges faced by a divested urban school district in establishing meaningful community partnerships for supporting homeless students. Using an anti-deficit achievement framework and structural racism lens, interviews with district personnel, city and county government, and community-based organizations illustrate how homeless liaisons overcame structural and political barriers by seeking informal support networks outside their city and partnering with organizations beyond their immediate jurisdiction to better serve students experiencing homelessness. Building upon recent discourse on how to best support students experiencing homelessness, this article offers a much needed examination of the role of homeless liasons in implementing MVA.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"21 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139258908","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 : 2023-11-15DOI: 10.1177/00420859231214174
Jacqueline DeLisi, Edward Liu, Erica Fields
Project-based learning (PBL) holds promise for students in urban high schools by creating personalized, engaging, and relevant experiences that prepare students for post-secondary pathways. This exploratory study focused on understanding the implementation of PBL in an urban STEM high school that includes career pathways where students engage in work that reflects industry practices. Data revealed essential features of successful PBL, including ideas for supporting and implementing PBL in an urban high school that enrolls students from historically under-resourced communities. Findings highlight the value of PBL for supporting urban students as they explore their interests.
{"title":"Implementing Project-Based Learning in Urban High School STEM Career Pathways","authors":"Jacqueline DeLisi, Edward Liu, Erica Fields","doi":"10.1177/00420859231214174","DOIUrl":"https://doi.org/10.1177/00420859231214174","url":null,"abstract":"Project-based learning (PBL) holds promise for students in urban high schools by creating personalized, engaging, and relevant experiences that prepare students for post-secondary pathways. This exploratory study focused on understanding the implementation of PBL in an urban STEM high school that includes career pathways where students engage in work that reflects industry practices. Data revealed essential features of successful PBL, including ideas for supporting and implementing PBL in an urban high school that enrolls students from historically under-resourced communities. Findings highlight the value of PBL for supporting urban students as they explore their interests.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"4 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139272656","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 : 2023-11-13DOI: 10.1177/00420859231214212
Sara Jones
This article addresses tensions between how researchers have conceptualized and operationalized adolescent reading motivation and how a group of Black girl readers perceive and enact reading motivation. Through a grounded theory approach, this qualitative study offers an initial exploration into mapping a race-reimaged reading motivation construct by centering the views, through artifact-elicited interviews, and experiences, through classroom observations, of a group of adolescent Black girl readers. Findings point to a need to reconceptualize reading motivation so that researchers and practitioners are equipped to recognize Black girls’ reading motivations.
{"title":"Black Girls’ Reading Motivations: Centering Their Perspectives and Experiences to Redefine a Hegemonic Construct","authors":"Sara Jones","doi":"10.1177/00420859231214212","DOIUrl":"https://doi.org/10.1177/00420859231214212","url":null,"abstract":"This article addresses tensions between how researchers have conceptualized and operationalized adolescent reading motivation and how a group of Black girl readers perceive and enact reading motivation. Through a grounded theory approach, this qualitative study offers an initial exploration into mapping a race-reimaged reading motivation construct by centering the views, through artifact-elicited interviews, and experiences, through classroom observations, of a group of adolescent Black girl readers. Findings point to a need to reconceptualize reading motivation so that researchers and practitioners are equipped to recognize Black girls’ reading motivations.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"133 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351829","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 : 2023-11-13DOI: 10.1177/00420859231214165
Thomas Albright, Stephanie Behm Cross, Camea Davis
Schools are sites of unfreedom. As such we engage in freedom dreaming and co-constituting of non-negotiables of an abolitionist teacher residency (ATR). This conceptual article asks: what non-negotiables are necessary when centering abolition in residency work? Our dream guides illustrate the need to draw on radical imaginations, freedom dreaming, abolitionism, and abolitionist education to dismantle caustic systems. An ATR must: (a) attune to their geo-socio-historical and political situatedness, (b) be democratic/participatory in nature, (c) commit to an onto-epistemological orientation rooted in critical theories and abolition, and (d) emphasize learning as liberation. We invite others into this “abolitionist turn” within residencies.
{"title":"Freedom Dreaming: An Abolitionist Teacher Residency","authors":"Thomas Albright, Stephanie Behm Cross, Camea Davis","doi":"10.1177/00420859231214165","DOIUrl":"https://doi.org/10.1177/00420859231214165","url":null,"abstract":"Schools are sites of unfreedom. As such we engage in freedom dreaming and co-constituting of non-negotiables of an abolitionist teacher residency (ATR). This conceptual article asks: what non-negotiables are necessary when centering abolition in residency work? Our dream guides illustrate the need to draw on radical imaginations, freedom dreaming, abolitionism, and abolitionist education to dismantle caustic systems. An ATR must: (a) attune to their geo-socio-historical and political situatedness, (b) be democratic/participatory in nature, (c) commit to an onto-epistemological orientation rooted in critical theories and abolition, and (d) emphasize learning as liberation. We invite others into this “abolitionist turn” within residencies.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"33 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136282527","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 : 2023-09-24DOI: 10.1177/00420859231202998
Jori S. Beck, KaaVonia Hinton, Brandon M. Butler, Peter D. Wiens
This study is a response to calls for more research on diversity in teacher leadership (TL), particularly in urban schools. Critical race theory illuminated the role race and racism can play in determining who gets access to TL positions and how that access is characterized using liberal discourse and ideology. We used a component mixed methods design to explore whether administrators and teachers perceived that teacher leadership positions were open to everyone. Beliefs that TL opportunities are “open to all” allow the field to accept the status quo, making it difficult to see (or do anything about) racial inequities.
{"title":"Open to All: Administrators’ and Teachers’ Perceptions of Issues of Equity and Diversity in Teacher Leadership","authors":"Jori S. Beck, KaaVonia Hinton, Brandon M. Butler, Peter D. Wiens","doi":"10.1177/00420859231202998","DOIUrl":"https://doi.org/10.1177/00420859231202998","url":null,"abstract":"This study is a response to calls for more research on diversity in teacher leadership (TL), particularly in urban schools. Critical race theory illuminated the role race and racism can play in determining who gets access to TL positions and how that access is characterized using liberal discourse and ideology. We used a component mixed methods design to explore whether administrators and teachers perceived that teacher leadership positions were open to everyone. Beliefs that TL opportunities are “open to all” allow the field to accept the status quo, making it difficult to see (or do anything about) racial inequities.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925567","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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