Pub Date : 2023-08-02DOI: 10.1177/00420859231192082
J. C. Anglum
As outcome gaps persist between students of varying racial, ethnic, and socioeconomic backgrounds, it remains critical to assess how equitably school funding regimes allocate resources, perhaps most importantly in segregated areas. In this article, I apply a QuantCrit framework to examine school funding in the St. Louis region using newly available school-level data, data particularly relevant in urban settings with large potential within-district funding variation. My findings vary widely predicated on choices to include measures of local property wealth, underscoring the importance of quantitative analyses to motivate analytical decisions based on the context and historical underpinnings of relevant data sources.
{"title":"Separate and Unequal in St. Louis? Strengths and Limitations of School-Level Funding Data Using a QuantCrit Framework","authors":"J. C. Anglum","doi":"10.1177/00420859231192082","DOIUrl":"https://doi.org/10.1177/00420859231192082","url":null,"abstract":"As outcome gaps persist between students of varying racial, ethnic, and socioeconomic backgrounds, it remains critical to assess how equitably school funding regimes allocate resources, perhaps most importantly in segregated areas. In this article, I apply a QuantCrit framework to examine school funding in the St. Louis region using newly available school-level data, data particularly relevant in urban settings with large potential within-district funding variation. My findings vary widely predicated on choices to include measures of local property wealth, underscoring the importance of quantitative analyses to motivate analytical decisions based on the context and historical underpinnings of relevant data sources.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89576613","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 : 2023-08-02DOI: 10.1177/00420859231192083
Christopher B. Knaus, Rachelle Rogers-Ard
As attacks on critical race theory continue, anti-Black violence remains normalized, with schools often unwilling to transform toward racial healing. Sharing narratives from urban school-based practitioner projects, the authors conceptualize an applied critical race theory systems change model. After clarifying four tenets to guide teacher leadership-driven antiracist systems change, the authors identify five ongoing systemic antiracist approaches. Central to such transformation efforts are antiracist teacher leaders who are informed by voice-centric classroom instruction and an awareness of the larger school, community, and district contexts. The authors caution that antiracist systems change must continually counteract the Whiteness of schools.
{"title":"Critical Race Teacher Leadership: Leading Antiracist Systems Change","authors":"Christopher B. Knaus, Rachelle Rogers-Ard","doi":"10.1177/00420859231192083","DOIUrl":"https://doi.org/10.1177/00420859231192083","url":null,"abstract":"As attacks on critical race theory continue, anti-Black violence remains normalized, with schools often unwilling to transform toward racial healing. Sharing narratives from urban school-based practitioner projects, the authors conceptualize an applied critical race theory systems change model. After clarifying four tenets to guide teacher leadership-driven antiracist systems change, the authors identify five ongoing systemic antiracist approaches. Central to such transformation efforts are antiracist teacher leaders who are informed by voice-centric classroom instruction and an awareness of the larger school, community, and district contexts. The authors caution that antiracist systems change must continually counteract the Whiteness of schools.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80184833","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 : 2023-08-02DOI: 10.1177/00420859231192088
Andrea T. Gabbadon, Wanda M. Brooks
This article utilizes narrative inquiry and a Black feminist lens to explore the political and social justice orientation of Black women educators and their commitment to students in urban schools. Three Black women teacher leaders explain their pedagogy and leadership during a period of heightened sociopolitical tension, including racial violence and legislative censorship. Analysis of semistructured interviews revealed three themes: (1) facilitating conversations about race-related current events, (2) de-centering whiteness and teaching the truth, and (3) promoting student safety and wellbeing amidst isolation. The article concludes with recommendations to support Black women educator activists and a more diverse teacher workforce.
{"title":"“The Classroom is a Reflection of the Real World”: Black Women Urban Teachers’ Activist Pedagogy and Leadership","authors":"Andrea T. Gabbadon, Wanda M. Brooks","doi":"10.1177/00420859231192088","DOIUrl":"https://doi.org/10.1177/00420859231192088","url":null,"abstract":"This article utilizes narrative inquiry and a Black feminist lens to explore the political and social justice orientation of Black women educators and their commitment to students in urban schools. Three Black women teacher leaders explain their pedagogy and leadership during a period of heightened sociopolitical tension, including racial violence and legislative censorship. Analysis of semistructured interviews revealed three themes: (1) facilitating conversations about race-related current events, (2) de-centering whiteness and teaching the truth, and (3) promoting student safety and wellbeing amidst isolation. The article concludes with recommendations to support Black women educator activists and a more diverse teacher workforce.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84982060","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 : 2023-08-01DOI: 10.1177/00420859231192081
KaaVonia Hinton, Jori S. Beck
In this introduction to a special issue on teacher leadership (TL), the editors argue that recent attacks against antiracist teaching have influenced TL. Thus, we offer an overview of several issues these collected authors explore related to TL, including access to TL for teachers of color; advancing equity through leadership teams; self-care for teacher advocates; and TL as advocacy, activism, and antiracist work.
{"title":"How Are Teachers Leading Now? From Access to Activism: An Introduction to the Special Issue","authors":"KaaVonia Hinton, Jori S. Beck","doi":"10.1177/00420859231192081","DOIUrl":"https://doi.org/10.1177/00420859231192081","url":null,"abstract":"In this introduction to a special issue on teacher leadership (TL), the editors argue that recent attacks against antiracist teaching have influenced TL. Thus, we offer an overview of several issues these collected authors explore related to TL, including access to TL for teachers of color; advancing equity through leadership teams; self-care for teacher advocates; and TL as advocacy, activism, and antiracist work.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78063436","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 : 2023-07-07DOI: 10.1177/00420859231180483
Kristal Moore Clemons, Starsky Wilson
{"title":"Mind Stayed on Freedom: Education for Liberation Through the Freedom Schools Movement","authors":"Kristal Moore Clemons, Starsky Wilson","doi":"10.1177/00420859231180483","DOIUrl":"https://doi.org/10.1177/00420859231180483","url":null,"abstract":"","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81812757","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 : 2023-07-07DOI: 10.1177/00420859231175661
Amy Shimshon-Santo, P. Gonzalez
Breaking stereotypes and changing generational outcomes of historically excluded students requires educators who are willing to be what civil rights leader John Lewis called “good troublemakers.” Transformational, culturally competent educators can make a significant impact in the lives of students, classrooms, and communities. This research studies the impact of teaching experience of the Children's Defense Fund Freedom Schools Servant Leader Interns on young educators themselves. This study reveals how Servant Leader Interns were transformed by the process of teaching in ways that influenced their sense of self-authorship, their career aspirations, and expectations of how education should be.
{"title":"Good Troublemakers: Freedom School Servant Leaders as Change Makers","authors":"Amy Shimshon-Santo, P. Gonzalez","doi":"10.1177/00420859231175661","DOIUrl":"https://doi.org/10.1177/00420859231175661","url":null,"abstract":"Breaking stereotypes and changing generational outcomes of historically excluded students requires educators who are willing to be what civil rights leader John Lewis called “good troublemakers.” Transformational, culturally competent educators can make a significant impact in the lives of students, classrooms, and communities. This research studies the impact of teaching experience of the Children's Defense Fund Freedom Schools Servant Leader Interns on young educators themselves. This study reveals how Servant Leader Interns were transformed by the process of teaching in ways that influenced their sense of self-authorship, their career aspirations, and expectations of how education should be.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80764506","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 : 2023-07-07DOI: 10.1177/00420859231175664
Nancy Ares, Laura Cochell, Tyana Velazquez-Smith, Jeremy N. Smith
We present a conceptual exploration of armed love as a component of liberatory pedagogy. We ground our work in community cultural wealth theory (CCW) that centers social capital often found in non-dominant communities under pressure. We argue that recognizing and working against exploitation using the community's social, cultural, and historical assets are central to liberatory pedagogy. Explicating the connections between armed love and CCW is a novel contribution to the field, as it has not been done before and it highlights how asset-based pedagogies that are grounded in love can act as a protective factor for students in a racist society.
{"title":"Cultivating Community Cultural Wealth and Armed Love: Freedom School as a Vanguard","authors":"Nancy Ares, Laura Cochell, Tyana Velazquez-Smith, Jeremy N. Smith","doi":"10.1177/00420859231175664","DOIUrl":"https://doi.org/10.1177/00420859231175664","url":null,"abstract":"We present a conceptual exploration of armed love as a component of liberatory pedagogy. We ground our work in community cultural wealth theory (CCW) that centers social capital often found in non-dominant communities under pressure. We argue that recognizing and working against exploitation using the community's social, cultural, and historical assets are central to liberatory pedagogy. Explicating the connections between armed love and CCW is a novel contribution to the field, as it has not been done before and it highlights how asset-based pedagogies that are grounded in love can act as a protective factor for students in a racist society.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82867791","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 : 2023-07-07DOI: 10.1177/00420859231175671
Elena M. Venegas, Lakia M. Scott
The continuation of racial inequities in the United States has ignited the recent Black Lives Matter Movement, a protest of police brutality and gun violence. Black lives matter in public school classrooms, too—where students of color face barriers to equitable educational experiences. The Children's Defense Fund Freedom School program is a major component in developing critical literacy skills through critique, inquiry, and transformation through social justice and action. Critical literacy is enacted through identity—mainly as difference, self, consciousness, narrative, and positionality. Historical and contemporary relevance of Freedom Schools connects to the urgency of the Black Lives Matter Movement.
{"title":"Black Lives Still Matter: Freedom Schools as an Embodiment of Critical Literacy Through Reflection and Action","authors":"Elena M. Venegas, Lakia M. Scott","doi":"10.1177/00420859231175671","DOIUrl":"https://doi.org/10.1177/00420859231175671","url":null,"abstract":"The continuation of racial inequities in the United States has ignited the recent Black Lives Matter Movement, a protest of police brutality and gun violence. Black lives matter in public school classrooms, too—where students of color face barriers to equitable educational experiences. The Children's Defense Fund Freedom School program is a major component in developing critical literacy skills through critique, inquiry, and transformation through social justice and action. Critical literacy is enacted through identity—mainly as difference, self, consciousness, narrative, and positionality. Historical and contemporary relevance of Freedom Schools connects to the urgency of the Black Lives Matter Movement.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88045438","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 : 2023-07-07DOI: 10.1177/00420859231175672
Jon N. Hale
The Freedom School Movement originated at the nexus of the struggles for liberation and full citizenship. Beginning with the articulation of education as a means to freedom during the era of enslavement, the ideology behind Freedom Schools was an integral aspect of the long Black freedom struggle in the United States. Freedom Schools have continually recognized the integral role and contribution of Black activists and educators who, throughout the course of the United States’ history, have historically provided a counternarrative to white supremacy and racist policy through education grounded in the needs, aspirations, and wisdom of local community organizing.
{"title":"A Pathway to Liberation: A History of the Freedom Schools and the Long Struggle for Justice Since 1865","authors":"Jon N. Hale","doi":"10.1177/00420859231175672","DOIUrl":"https://doi.org/10.1177/00420859231175672","url":null,"abstract":"The Freedom School Movement originated at the nexus of the struggles for liberation and full citizenship. Beginning with the articulation of education as a means to freedom during the era of enslavement, the ideology behind Freedom Schools was an integral aspect of the long Black freedom struggle in the United States. Freedom Schools have continually recognized the integral role and contribution of Black activists and educators who, throughout the course of the United States’ history, have historically provided a counternarrative to white supremacy and racist policy through education grounded in the needs, aspirations, and wisdom of local community organizing.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87859886","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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