Pub Date : 2023-06-21DOI: 10.1177/00420859231175669
Abiola Farinde-Wu, Adam J. Alvarez, Nina Kunimoto
When considering the traumatic, racialized educational landscape of the U.S., we turn our attention to the revolutionary consciousness that Black feminism provides in our conceptualization of trauma, suffering, and healing. Ultimately, we maintain that Black women educators (BWEs) enacting Black feminist pedagogies in their classrooms are uniquely positioned to advance our collective discourses, practices, and research on trauma and healing. Utilizing qualitative inquiry, we examine interviews from BWEs through the lenses of Black feminism and our holistic trauma framework. Findings reveal BWEs’ tools—love lessons and proactive, interactive, and reactive healing pedagogies. We conclude with recommendations for urban teacher education programs.
{"title":"Teach Like a Black Woman: A Trauma-Informed Black Feminist Praxis","authors":"Abiola Farinde-Wu, Adam J. Alvarez, Nina Kunimoto","doi":"10.1177/00420859231175669","DOIUrl":"https://doi.org/10.1177/00420859231175669","url":null,"abstract":"When considering the traumatic, racialized educational landscape of the U.S., we turn our attention to the revolutionary consciousness that Black feminism provides in our conceptualization of trauma, suffering, and healing. Ultimately, we maintain that Black women educators (BWEs) enacting Black feminist pedagogies in their classrooms are uniquely positioned to advance our collective discourses, practices, and research on trauma and healing. Utilizing qualitative inquiry, we examine interviews from BWEs through the lenses of Black feminism and our holistic trauma framework. Findings reveal BWEs’ tools—love lessons and proactive, interactive, and reactive healing pedagogies. We conclude with recommendations for urban teacher education programs.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"2 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85308324","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 : 2023-06-21DOI: 10.1177/00420859231175668
G. McAdoo, Kearan Williams, T. Howard
Anti-blackness precludes Black people from being viewed as rights-bearing individuals and justifies the degradation of Black people, Black history, and Black culture. In this conceptual article, we suggest that (1) anti-blackness is trauma-inducing, (2) schools are often the first sites where Black students encounter anti-blackness and subsequent trauma, (3) anti-black racial trauma deleteriously affects Black youth's holistic wellbeing. Moreover, we contend that schools’ writ-large and teacher education programs can play an important role in providing the knowledge, resources, and dispositions needed to train teachers to recognize the persistence of anti-blackness and play a pivotal role in ameliorating it.
{"title":"Racially Just, Trauma-Informed Care for Black Students","authors":"G. McAdoo, Kearan Williams, T. Howard","doi":"10.1177/00420859231175668","DOIUrl":"https://doi.org/10.1177/00420859231175668","url":null,"abstract":"Anti-blackness precludes Black people from being viewed as rights-bearing individuals and justifies the degradation of Black people, Black history, and Black culture. In this conceptual article, we suggest that (1) anti-blackness is trauma-inducing, (2) schools are often the first sites where Black students encounter anti-blackness and subsequent trauma, (3) anti-black racial trauma deleteriously affects Black youth's holistic wellbeing. Moreover, we contend that schools’ writ-large and teacher education programs can play an important role in providing the knowledge, resources, and dispositions needed to train teachers to recognize the persistence of anti-blackness and play a pivotal role in ameliorating it.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"141 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86244963","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 : 2023-06-21DOI: 10.1177/00420859231175677
Simona Goldin, Addison Duane, Debi Khasnabis
The writing in this issue is inspired and springs from what hooks and Duncan-Andrade have called critical hope. A transgressive hope invoked by critical scholars and practitioners for centuries. Hope that strives, at every turn, to break systems of oppression that produce and reproduce trauma. Hope for the ways in which we can leverage trauma-informed practice (TIP) as a practice of liberation. In this special issue, authors illuminate how TIP can advance collective goals of urban education as liberation, speaking to multiple facets of urban education, as advanced by Milner and Lomotey, with particular attention to youth voice, multidisciplinary perspectives, policy, teaching and teacher education, and families and communities.
{"title":"Disentangling the Reproductive From the Liberatory in Urban School Contexts: Trauma-Informed Practice for Racially Just Systemic Teaching","authors":"Simona Goldin, Addison Duane, Debi Khasnabis","doi":"10.1177/00420859231175677","DOIUrl":"https://doi.org/10.1177/00420859231175677","url":null,"abstract":"The writing in this issue is inspired and springs from what hooks and Duncan-Andrade have called critical hope. A transgressive hope invoked by critical scholars and practitioners for centuries. Hope that strives, at every turn, to break systems of oppression that produce and reproduce trauma. Hope for the ways in which we can leverage trauma-informed practice (TIP) as a practice of liberation. In this special issue, authors illuminate how TIP can advance collective goals of urban education as liberation, speaking to multiple facets of urban education, as advanced by Milner and Lomotey, with particular attention to youth voice, multidisciplinary perspectives, policy, teaching and teacher education, and families and communities.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136355861","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 : 2023-06-21DOI: 10.1177/00420859231179384
A. E. Casimir
{"title":"A Poetry Book Review of The Peace Chronicles","authors":"A. E. Casimir","doi":"10.1177/00420859231179384","DOIUrl":"https://doi.org/10.1177/00420859231179384","url":null,"abstract":"","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"4 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87073096","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 : 2023-06-15DOI: 10.1177/00420859231180136
Charisse Gulosino
This study aims to examine standalone charters in terms of organizational ecology's contagion growth that spread across New York City's neighborhoods from 2000 to 2007. Spatial autoregressive models and geographic information systems reveal that the density dependence that occurs from one standalone charter location to its nearby neighborhoods is associated with low commercial property values, renter-occupied housing units, African-American and Hispanic population, school-age children, and income measures. Among nonprofit types, education- and religious-related nonprofits appear to be among the most consistent significant variables. This study suggests that promising directions for future research centered on ecosystems of charter school growth are context-dependent.
{"title":"Organizational Ecology's Contagion Growth Perspective in the Study of Standalone Charter Schools in New York City","authors":"Charisse Gulosino","doi":"10.1177/00420859231180136","DOIUrl":"https://doi.org/10.1177/00420859231180136","url":null,"abstract":"This study aims to examine standalone charters in terms of organizational ecology's contagion growth that spread across New York City's neighborhoods from 2000 to 2007. Spatial autoregressive models and geographic information systems reveal that the density dependence that occurs from one standalone charter location to its nearby neighborhoods is associated with low commercial property values, renter-occupied housing units, African-American and Hispanic population, school-age children, and income measures. Among nonprofit types, education- and religious-related nonprofits appear to be among the most consistent significant variables. This study suggests that promising directions for future research centered on ecosystems of charter school growth are context-dependent.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"10 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84926212","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 : 2023-06-08DOI: 10.1177/00420859231180139
Johari Harris, Jennifer Darling-Aduana, Abigail A. Amoako Kayser, Christen Edwards, Derrick P. Alridge
The rapid shift to online learning due to COVID-19 provides an opportunity to examine at scale the feasibility and impact of addressing students’ cultural and developmental needs within a virtual environment. Given limited knowledge of this type of virtual schooling, this mixed-method study examined third–fifth grade students’ experiences attending a culturally responsive and developmentally appropriate virtual summer literacy program. Findings indicate that students were more receptive to the virtual programming than their traditional schooling (pre-COVID), which positively affected their racial-ethnic and learner identities. Given the findings, implications for educational stakeholders are discussed.
{"title":"Examining the Impacts of a Developmentally Appropriate, Culturally Relevant Virtual School on Student Outcomes","authors":"Johari Harris, Jennifer Darling-Aduana, Abigail A. Amoako Kayser, Christen Edwards, Derrick P. Alridge","doi":"10.1177/00420859231180139","DOIUrl":"https://doi.org/10.1177/00420859231180139","url":null,"abstract":"The rapid shift to online learning due to COVID-19 provides an opportunity to examine at scale the feasibility and impact of addressing students’ cultural and developmental needs within a virtual environment. Given limited knowledge of this type of virtual schooling, this mixed-method study examined third–fifth grade students’ experiences attending a culturally responsive and developmentally appropriate virtual summer literacy program. Findings indicate that students were more receptive to the virtual programming than their traditional schooling (pre-COVID), which positively affected their racial-ethnic and learner identities. Given the findings, implications for educational stakeholders are discussed.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"29 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90218888","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 : 2023-06-07DOI: 10.1177/00420859231180138
D. Conlin, A. Villavicencio
This study aims to learn from and with students of color to understand the influence of culturally relevant programming. Grounded in conceptions of counter-narrative and culturally relevant education (CRE), we center the voices and perspectives of Black and Latinx male adolescents to explore the impact of CRE-related programs and practices. Drawing on 10 focus groups with 37 students in urban schools, we illustrate how integrating community-based mentoring, critical conversations, and family-based relationships positively shaped students’ high school experiences. These findings contribute to growing empirical work on the benefits of CRE, while pushing for holistic efforts that extend beyond the classroom.
{"title":"In Their Own Words: The Experiences of Black and Latinx Youth in Culturally Relevant Programming","authors":"D. Conlin, A. Villavicencio","doi":"10.1177/00420859231180138","DOIUrl":"https://doi.org/10.1177/00420859231180138","url":null,"abstract":"This study aims to learn from and with students of color to understand the influence of culturally relevant programming. Grounded in conceptions of counter-narrative and culturally relevant education (CRE), we center the voices and perspectives of Black and Latinx male adolescents to explore the impact of CRE-related programs and practices. Drawing on 10 focus groups with 37 students in urban schools, we illustrate how integrating community-based mentoring, critical conversations, and family-based relationships positively shaped students’ high school experiences. These findings contribute to growing empirical work on the benefits of CRE, while pushing for holistic efforts that extend beyond the classroom.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"87 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87828203","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 : 2023-06-02DOI: 10.1177/00420859231180141
Juan F. Carrillo, Andrew H. Hurie
This article combines data from two research projects to examine teacher activism in two places sometimes framed as “terrible cities.” Drawing from critical place inquiry, critical urban studies, and border thinking, we analyze media discourses and interviews with two Latinx teacher activists. Our analysis shows that the focal teachers explicitly rejected colonizing global designs by engaging in context-specific and multifaceted praxis to envision and enact alternative urban placemaking. Extending teacher activism scholarship beyond global cities, we contribute to educational research on these under-documented places and add to the growing body of research that centers Latinx teacher-activists’ agency and resistance.
{"title":"Teacher Activism in “Terrible Cities”: Chronicles of Agency and Resistance in Phoenix and Milwaukee","authors":"Juan F. Carrillo, Andrew H. Hurie","doi":"10.1177/00420859231180141","DOIUrl":"https://doi.org/10.1177/00420859231180141","url":null,"abstract":"This article combines data from two research projects to examine teacher activism in two places sometimes framed as “terrible cities.” Drawing from critical place inquiry, critical urban studies, and border thinking, we analyze media discourses and interviews with two Latinx teacher activists. Our analysis shows that the focal teachers explicitly rejected colonizing global designs by engaging in context-specific and multifaceted praxis to envision and enact alternative urban placemaking. Extending teacher activism scholarship beyond global cities, we contribute to educational research on these under-documented places and add to the growing body of research that centers Latinx teacher-activists’ agency and resistance.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"18 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73271798","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 : 2023-04-27DOI: 10.1177/00420859231170638
Christopher C. Martell, Robert Martinelle, Jennifer P. Chalmers
In this longitudinal interpretative case study, researchers examined the beliefs and practices of five beginning social studies teachers who identified as justice-oriented from urban teacher preparation program to their fourth year in the classroom. The researchers found that each teacher had developed different personal definitions of justice based on their backgrounds and lived experiences. While the teachers’ justice beliefs remained relatively stable, or grew stronger, through the 5 years of the study, the teachers’ school contexts and curriculum had a major influence on their ability to enact critical social studies practices. Implications for urban teacher preparation and professional development are offered.
{"title":"Barriers and Pathways to Enacting Justice-Oriented Social Studies: A Longitudinal Study of Novice Teachers in Urban Contexts","authors":"Christopher C. Martell, Robert Martinelle, Jennifer P. Chalmers","doi":"10.1177/00420859231170638","DOIUrl":"https://doi.org/10.1177/00420859231170638","url":null,"abstract":"In this longitudinal interpretative case study, researchers examined the beliefs and practices of five beginning social studies teachers who identified as justice-oriented from urban teacher preparation program to their fourth year in the classroom. The researchers found that each teacher had developed different personal definitions of justice based on their backgrounds and lived experiences. While the teachers’ justice beliefs remained relatively stable, or grew stronger, through the 5 years of the study, the teachers’ school contexts and curriculum had a major influence on their ability to enact critical social studies practices. Implications for urban teacher preparation and professional development are offered.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82968597","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 : 2023-04-25DOI: 10.1177/00420859231170636
Tesha Sengupta-Irving, Lara Schiffrin-Sands
This analysis explores how middle school principals in the southern U.S. made sense of a multiyear STEAM education reform. Principals’ retrospective and prospective accounts, conveyed in interviews ( n = 9), are dominated by neoliberal paradigms and seldom reflect Black families’ everyday cultural life as a resource for learning. We conclude that without redirection, the reform stands to continue divesting from Black life in schools. In an exercise in Black specificity, we propose Black Futurity STEAM as an alternative reform imaginary that centers the creative impulses and capacities of Black children and cultural life in disciplinary learning.
{"title":"Principals, Paradigms, and Possibilities: STEAM Education Reform and the Centering of Black Life","authors":"Tesha Sengupta-Irving, Lara Schiffrin-Sands","doi":"10.1177/00420859231170636","DOIUrl":"https://doi.org/10.1177/00420859231170636","url":null,"abstract":"This analysis explores how middle school principals in the southern U.S. made sense of a multiyear STEAM education reform. Principals’ retrospective and prospective accounts, conveyed in interviews ( n = 9), are dominated by neoliberal paradigms and seldom reflect Black families’ everyday cultural life as a resource for learning. We conclude that without redirection, the reform stands to continue divesting from Black life in schools. In an exercise in Black specificity, we propose Black Futurity STEAM as an alternative reform imaginary that centers the creative impulses and capacities of Black children and cultural life in disciplinary learning.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"8 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77633547","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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