Pub Date : 2024-02-06DOI: 10.1177/00420859241227947
Roderick L. Carey
As scholars account for the disproportional harm adolescent Black and Latino boys face in school, needed are studies that report on more than educator bias. Utilizing interviews and ethnographic observations from an urban charter school, I introduce and deploy the Intersectional School Power Model to illustrate how multiple school processes coalesced to uphold the criminalization of Black boys and stigmatization of Latino boys subtly and acutely. Findings show their (mis)treatment resulted from intersecting power arrangements across four school domains: the structural (e.g., organizational components), cultural (e.g., school norms), disciplinary (e.g., student corrective policies and practices), and interpersonal (e.g., daily interactions).
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Pub Date : 2024-02-06DOI: 10.1177/00420859241227963
Anna Almore
The disciplining technologies of schooling overshadow Black women educators’ movement beyond the classroom and shape the logics of spaces meant to encourage their joy and pleasure. A group of Black teachers’ experience negotiating delight while at a strip club inspired the writing of this article. Black queer political theory and Black feminism re-territorialize this moment as both a signifier of Black educators’ erotic embodiment of Black Joy as well as their discursively produced subjectivities as careworkers within the disciplinary arm of schooling. Black Joy is a slippery concept subject to the perniciousness of antiBlack heteropatriarchal capitalism. As a result, conversations about Black Joy in education must include Black educators’ erotic embodiment to confront the traps of capitalism and assimilation that conflate Black Joy with the maintenance of the status quo. Ultimately, Black women educators can practice what I call deviant caretaking to embody new sites and practices of rebellion.
{"title":"“I Wanna be Bad”: Black Joy and Deviant Caretaking","authors":"Anna Almore","doi":"10.1177/00420859241227963","DOIUrl":"https://doi.org/10.1177/00420859241227963","url":null,"abstract":"The disciplining technologies of schooling overshadow Black women educators’ movement beyond the classroom and shape the logics of spaces meant to encourage their joy and pleasure. A group of Black teachers’ experience negotiating delight while at a strip club inspired the writing of this article. Black queer political theory and Black feminism re-territorialize this moment as both a signifier of Black educators’ erotic embodiment of Black Joy as well as their discursively produced subjectivities as careworkers within the disciplinary arm of schooling. Black Joy is a slippery concept subject to the perniciousness of antiBlack heteropatriarchal capitalism. As a result, conversations about Black Joy in education must include Black educators’ erotic embodiment to confront the traps of capitalism and assimilation that conflate Black Joy with the maintenance of the status quo. Ultimately, Black women educators can practice what I call deviant caretaking to embody new sites and practices of rebellion.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139800124","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 : 2024-02-06DOI: 10.1177/00420859241227947
Roderick L. Carey
As scholars account for the disproportional harm adolescent Black and Latino boys face in school, needed are studies that report on more than educator bias. Utilizing interviews and ethnographic observations from an urban charter school, I introduce and deploy the Intersectional School Power Model to illustrate how multiple school processes coalesced to uphold the criminalization of Black boys and stigmatization of Latino boys subtly and acutely. Findings show their (mis)treatment resulted from intersecting power arrangements across four school domains: the structural (e.g., organizational components), cultural (e.g., school norms), disciplinary (e.g., student corrective policies and practices), and interpersonal (e.g., daily interactions).
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Pub Date : 2024-02-06DOI: 10.1177/00420859241227963
Anna Almore
The disciplining technologies of schooling overshadow Black women educators’ movement beyond the classroom and shape the logics of spaces meant to encourage their joy and pleasure. A group of Black teachers’ experience negotiating delight while at a strip club inspired the writing of this article. Black queer political theory and Black feminism re-territorialize this moment as both a signifier of Black educators’ erotic embodiment of Black Joy as well as their discursively produced subjectivities as careworkers within the disciplinary arm of schooling. Black Joy is a slippery concept subject to the perniciousness of antiBlack heteropatriarchal capitalism. As a result, conversations about Black Joy in education must include Black educators’ erotic embodiment to confront the traps of capitalism and assimilation that conflate Black Joy with the maintenance of the status quo. Ultimately, Black women educators can practice what I call deviant caretaking to embody new sites and practices of rebellion.
{"title":"“I Wanna be Bad”: Black Joy and Deviant Caretaking","authors":"Anna Almore","doi":"10.1177/00420859241227963","DOIUrl":"https://doi.org/10.1177/00420859241227963","url":null,"abstract":"The disciplining technologies of schooling overshadow Black women educators’ movement beyond the classroom and shape the logics of spaces meant to encourage their joy and pleasure. A group of Black teachers’ experience negotiating delight while at a strip club inspired the writing of this article. Black queer political theory and Black feminism re-territorialize this moment as both a signifier of Black educators’ erotic embodiment of Black Joy as well as their discursively produced subjectivities as careworkers within the disciplinary arm of schooling. Black Joy is a slippery concept subject to the perniciousness of antiBlack heteropatriarchal capitalism. As a result, conversations about Black Joy in education must include Black educators’ erotic embodiment to confront the traps of capitalism and assimilation that conflate Black Joy with the maintenance of the status quo. Ultimately, Black women educators can practice what I call deviant caretaking to embody new sites and practices of rebellion.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139859763","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 : 2024-02-02DOI: 10.1177/00420859241227952
Damaris C. Dunn, Kadiatou Tubman
The Junior Scholars Program (JSP) is a tuition-free youth learning program at the Schomburg Center for Research and Black Culture in Harlem, New York. At JSP, Damaris, a former JSP instructor, was introduced to Kadiatou, the Schomburg Center's former education and outreach programs manager. They write collaboratively to (re)member the dialectical relationship between Black women's labor, Black Space, and Radical Black Joy.
{"title":"“We Know It's a Library”: Black Space, Black Women's Labor, and Radical Black Joy","authors":"Damaris C. Dunn, Kadiatou Tubman","doi":"10.1177/00420859241227952","DOIUrl":"https://doi.org/10.1177/00420859241227952","url":null,"abstract":"The Junior Scholars Program (JSP) is a tuition-free youth learning program at the Schomburg Center for Research and Black Culture in Harlem, New York. At JSP, Damaris, a former JSP instructor, was introduced to Kadiatou, the Schomburg Center's former education and outreach programs manager. They write collaboratively to (re)member the dialectical relationship between Black women's labor, Black Space, and Radical Black Joy.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139870252","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 : 2024-02-02DOI: 10.1177/00420859241227952
Damaris C. Dunn, Kadiatou Tubman
The Junior Scholars Program (JSP) is a tuition-free youth learning program at the Schomburg Center for Research and Black Culture in Harlem, New York. At JSP, Damaris, a former JSP instructor, was introduced to Kadiatou, the Schomburg Center's former education and outreach programs manager. They write collaboratively to (re)member the dialectical relationship between Black women's labor, Black Space, and Radical Black Joy.
{"title":"“We Know It's a Library”: Black Space, Black Women's Labor, and Radical Black Joy","authors":"Damaris C. Dunn, Kadiatou Tubman","doi":"10.1177/00420859241227952","DOIUrl":"https://doi.org/10.1177/00420859241227952","url":null,"abstract":"The Junior Scholars Program (JSP) is a tuition-free youth learning program at the Schomburg Center for Research and Black Culture in Harlem, New York. At JSP, Damaris, a former JSP instructor, was introduced to Kadiatou, the Schomburg Center's former education and outreach programs manager. They write collaboratively to (re)member the dialectical relationship between Black women's labor, Black Space, and Radical Black Joy.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139810248","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":null,"pages":null},"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: 10.1177/00420859241227964
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":null,"pages":null},"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: 10.1177/00420859241227956
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":null,"pages":null},"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 : 2024-01-22DOI: 10.1177/00420859241227949
Rachel McMillian
The purpose of this article is to paint a narrative in exploration of the following research question: What can we learn about Black life and Black Joy from the voices of those who are incarcerated? Utilizing the historical tradition of Black testimony, this article will explore this research question within the context of an urban high school book club co-led by Keith LaMar—a wrongfully convicted Black man currently on death row in Ohio. That said, this article aims to document the complexities of Black life and Black Joy in the midst of anti-Blackness by prompting readers to bear witness to the fullness and richness of Keith's life; a life that is irreducible to anti-Blackness or the tortures of prison.
{"title":"Our Eyes are Watching God: Bearing Witness to Black Life and the Complexities of Black Joy on Death Row","authors":"Rachel McMillian","doi":"10.1177/00420859241227949","DOIUrl":"https://doi.org/10.1177/00420859241227949","url":null,"abstract":"The purpose of this article is to paint a narrative in exploration of the following research question: What can we learn about Black life and Black Joy from the voices of those who are incarcerated? Utilizing the historical tradition of Black testimony, this article will explore this research question within the context of an urban high school book club co-led by Keith LaMar—a wrongfully convicted Black man currently on death row in Ohio. That said, this article aims to document the complexities of Black life and Black Joy in the midst of anti-Blackness by prompting readers to bear witness to the fullness and richness of Keith's life; a life that is irreducible to anti-Blackness or the tortures of prison.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139608284","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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