Pub Date : 2023-04-09DOI: 10.1177/00420859231162903
Rachel Talbert,
This critical participatory ethnographic study examines the negotiation of civic identity by eight Indigenous students in an urban public high school. Using Tribal Critical Race Theory to understand the experiences of students, stories from observations, participant interviews, and focus groups were employed as data. This study, examines data from a larger study and finds the studied school was vital as a civic site for these negotiations and a Zone of Sovereignty forwarding survivance and self-determination for Indigenous students.
{"title":"“To Know There's Other Indigenous People in Your School is Nice”: Urban Indigenous Civic Identity","authors":"Rachel Talbert,","doi":"10.1177/00420859231162903","DOIUrl":"https://doi.org/10.1177/00420859231162903","url":null,"abstract":"This critical participatory ethnographic study examines the negotiation of civic identity by eight Indigenous students in an urban public high school. Using Tribal Critical Race Theory to understand the experiences of students, stories from observations, participant interviews, and focus groups were employed as data. This study, examines data from a larger study and finds the studied school was vital as a civic site for these negotiations and a Zone of Sovereignty forwarding survivance and self-determination for Indigenous students.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"780 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135648627","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 : 2023-03-29DOI: 10.1177/00420859231162907
Jessica G. Rigby, Stephanie Forman
Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often discussed separately from instructional improvement. In this conceptual inquiry, we investigate how leadership can integrate antiracist practices into teaching and learning. We synthesize justice-focused leadership and antiracist mathematics literatures to present a framework of interconnected leadership practices and elaborate on this vision through an example drawn from our collaboration with practitioners. This manuscript and framework provide precise descriptions of leadership actions to support practitioners and researchers seeking to support antiracist, ambitious mathematics instruction.
{"title":"Leading for Justice, Leading for Learning: Conceptualizing Urban School Leadership for Antiracist Mathematics Teaching and Learning","authors":"Jessica G. Rigby, Stephanie Forman","doi":"10.1177/00420859231162907","DOIUrl":"https://doi.org/10.1177/00420859231162907","url":null,"abstract":"Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often discussed separately from instructional improvement. In this conceptual inquiry, we investigate how leadership can integrate antiracist practices into teaching and learning. We synthesize justice-focused leadership and antiracist mathematics literatures to present a framework of interconnected leadership practices and elaborate on this vision through an example drawn from our collaboration with practitioners. This manuscript and framework provide precise descriptions of leadership actions to support practitioners and researchers seeking to support antiracist, ambitious mathematics instruction.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"13 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82896860","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 : 2023-03-27DOI: 10.1177/00420859231162899
Crystasany R. Turner, Michel Turner
Through Critical Race Theory and Black Feminist Thought, the authors critique discriminatory legislation by Wisconsin's Department of Children and Families. The findings of this meta-ethnography present the counternarratives of 21 Black women childcare providers to interrogate the way Wisconsin early care and education (ECE) governing agencies (1) criminalize and police Black women ECE business owners; (2) utilize tactics of intimidation and control based in a lack of organizational integrity; (3) devalue the experiential knowledge and cultural wisdom of Black childcare providers through culturally unresponsive measurements of quality. Implications suggest steps toward a more culturally relevant system of quality assessment.
{"title":"A Sociohistorical Critique of the Systemic Disenfranchisement of Milwaukee's Black Women Childcare Providers","authors":"Crystasany R. Turner, Michel Turner","doi":"10.1177/00420859231162899","DOIUrl":"https://doi.org/10.1177/00420859231162899","url":null,"abstract":"Through Critical Race Theory and Black Feminist Thought, the authors critique discriminatory legislation by Wisconsin's Department of Children and Families. The findings of this meta-ethnography present the counternarratives of 21 Black women childcare providers to interrogate the way Wisconsin early care and education (ECE) governing agencies (1) criminalize and police Black women ECE business owners; (2) utilize tactics of intimidation and control based in a lack of organizational integrity; (3) devalue the experiential knowledge and cultural wisdom of Black childcare providers through culturally unresponsive measurements of quality. Implications suggest steps toward a more culturally relevant system of quality assessment.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"30 4 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85663226","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 : 2023-03-23DOI: 10.1177/00420859231162916
S. Robinson, Kenneth J Neat
The reading trajectory of African Americans males within the PreK-12 special education system has been at the forefront of scholarship. This case study was to understand how Zion's misidentification may have influenced his reading experiences. The inequalities Zion encountered in Special Education are examined through the Critical Race Theory and DisCrit lens. The article is illuminating the racialized impact of special education practices and policies, analyzed through Zion's experiences of receiving services for an emotional/behavioral disability identification rather than receiving specific reading services and accommodations.
{"title":"The Reading Journey of Zion—A Case Study of Race in the Context of Special Education","authors":"S. Robinson, Kenneth J Neat","doi":"10.1177/00420859231162916","DOIUrl":"https://doi.org/10.1177/00420859231162916","url":null,"abstract":"The reading trajectory of African Americans males within the PreK-12 special education system has been at the forefront of scholarship. This case study was to understand how Zion's misidentification may have influenced his reading experiences. The inequalities Zion encountered in Special Education are examined through the Critical Race Theory and DisCrit lens. The article is illuminating the racialized impact of special education practices and policies, analyzed through Zion's experiences of receiving services for an emotional/behavioral disability identification rather than receiving specific reading services and accommodations.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"81 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89844518","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 : 2023-03-20DOI: 10.1177/00420859231162897
Lama Alharbi, Kevin Cataldo
{"title":"Book Review: Cultivating genius: An equity framework for culturally and historically responsive literacy by Muhammad, G.","authors":"Lama Alharbi, Kevin Cataldo","doi":"10.1177/00420859231162897","DOIUrl":"https://doi.org/10.1177/00420859231162897","url":null,"abstract":"","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"28 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88524665","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 : 2023-03-14DOI: 10.1177/00420859231162901
Michael V. Singh
This article examines the ways non-Black Latino men teachers understand their relationality to (anti)blackness in urban education. While the dominant discourse surrounding men of color teachers presumes an innate allyship among all men and boys of color, the Latino men in this study describe being positioned as multicultural punishers for Black boys and needing to confront their own internalized antiblackness. This led them to challenge liberal multiculturalist beliefs in their schools, which upheld anti-Black racism. Overall, this study brings a relational-race approach to the topic of men of color teachers to help honor difference and deepen visions of racial justice.
{"title":"Negotiating Antiblackness as Non-Black Latino Men Teachers: Relational Race Politics in the Discourse on Men of Color Teachers","authors":"Michael V. Singh","doi":"10.1177/00420859231162901","DOIUrl":"https://doi.org/10.1177/00420859231162901","url":null,"abstract":"This article examines the ways non-Black Latino men teachers understand their relationality to (anti)blackness in urban education. While the dominant discourse surrounding men of color teachers presumes an innate allyship among all men and boys of color, the Latino men in this study describe being positioned as multicultural punishers for Black boys and needing to confront their own internalized antiblackness. This led them to challenge liberal multiculturalist beliefs in their schools, which upheld anti-Black racism. Overall, this study brings a relational-race approach to the topic of men of color teachers to help honor difference and deepen visions of racial justice.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"70 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88516291","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 : 2023-03-13DOI: 10.1177/00420859231162898
Yiting Chu
This qualitative study examined how a group of aspiring teachers who had completed a Grow Your Own (GYO) teacher program in high school explained their motivations for teaching. Findings revealed that homegrown aspiring teachers attributed their initial teaching aspirations to their own inequitable schooling experiences and societal perceptions of the teaching profession and explicitly described their decision to teach as a way to improve educational equity for socially and culturally marginalized students in their communities. Learning about teaching in the GYO program with caring and culturally responsive GYO teacher mentors embraced and affirmed their community-oriented, equity-focused teaching motivations.
{"title":"What Motivates High School Youths to Want to Teach? Narratives of Homegrown Aspiring Teachers","authors":"Yiting Chu","doi":"10.1177/00420859231162898","DOIUrl":"https://doi.org/10.1177/00420859231162898","url":null,"abstract":"This qualitative study examined how a group of aspiring teachers who had completed a Grow Your Own (GYO) teacher program in high school explained their motivations for teaching. Findings revealed that homegrown aspiring teachers attributed their initial teaching aspirations to their own inequitable schooling experiences and societal perceptions of the teaching profession and explicitly described their decision to teach as a way to improve educational equity for socially and culturally marginalized students in their communities. Learning about teaching in the GYO program with caring and culturally responsive GYO teacher mentors embraced and affirmed their community-oriented, equity-focused teaching motivations.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"29 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82308156","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 : 2023-02-14DOI: 10.1177/00420859231153411
M. Beth Schlemper, S. Shetty, Owusua Yamoah, Kevin Czajkowski, Victoria Stewart
As part of a National Science Foundation (NSF)-funded project to create culturally responsive curriculum that uses critical spatial thinking and geospatial technologies to address spatial justice in urban neighborhoods, students from a predominantly African American inner-city public high school in Toledo, Ohio participated in two summer workshops in 2015 and 2016. Using a range of data sources including sketch maps, interviews, and neighborhood-based student projects, this paper addresses two research questions: (a) How did students’ spatial narratives of their community change as a result of using a culturally responsive teaching approach to explore neighborhood challenges? (b) How does a culturally responsive teaching approach and a critical geography perspective support spatial justice among youth?
{"title":"Culturally Responsive Teaching through Spatial Justice in Urban Neighborhoods","authors":"M. Beth Schlemper, S. Shetty, Owusua Yamoah, Kevin Czajkowski, Victoria Stewart","doi":"10.1177/00420859231153411","DOIUrl":"https://doi.org/10.1177/00420859231153411","url":null,"abstract":"As part of a National Science Foundation (NSF)-funded project to create culturally responsive curriculum that uses critical spatial thinking and geospatial technologies to address spatial justice in urban neighborhoods, students from a predominantly African American inner-city public high school in Toledo, Ohio participated in two summer workshops in 2015 and 2016. Using a range of data sources including sketch maps, interviews, and neighborhood-based student projects, this paper addresses two research questions: (a) How did students’ spatial narratives of their community change as a result of using a culturally responsive teaching approach to explore neighborhood challenges? (b) How does a culturally responsive teaching approach and a critical geography perspective support spatial justice among youth?","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"18 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88911229","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 : 2023-02-07DOI: 10.1177/00420859231153416
J. Howard
This article examined how elementary educators understood the experiences of Black students during remote learning and subsequently demonstrated empathy for Black students during the 2020–2021 academic year. While there is ample literature on the benefits of empathy on student outcomes, much of this research falls short in capturing the utility and complexity of empathy in remote settings. Moreover, much of the literature on empathy omits the role that identity plays in conceptualizations of empathy. Findings from this study suggest that in order for educators to bypass the physical and psychological distance created by remote instruction, educators must develop innovative and iterative practices that allow them to develop an in-depth understanding of their students, which will allow them to demonstrate appropriate empathic actions.
{"title":"Empathic Approaches for Supporting Black Students During Remote Learning","authors":"J. Howard","doi":"10.1177/00420859231153416","DOIUrl":"https://doi.org/10.1177/00420859231153416","url":null,"abstract":"This article examined how elementary educators understood the experiences of Black students during remote learning and subsequently demonstrated empathy for Black students during the 2020–2021 academic year. While there is ample literature on the benefits of empathy on student outcomes, much of this research falls short in capturing the utility and complexity of empathy in remote settings. Moreover, much of the literature on empathy omits the role that identity plays in conceptualizations of empathy. Findings from this study suggest that in order for educators to bypass the physical and psychological distance created by remote instruction, educators must develop innovative and iterative practices that allow them to develop an in-depth understanding of their students, which will allow them to demonstrate appropriate empathic actions.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83048434","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 : 2023-02-07DOI: 10.1177/00420859231153412
Kirstin Ivy-Waybourn
{"title":"Book Review: Bandwidth recovery for schools: Helping Pre-K-12 students regain cognitive resources lost to poverty, trauma, racism, and social marginalization by Cia Verschelden","authors":"Kirstin Ivy-Waybourn","doi":"10.1177/00420859231153412","DOIUrl":"https://doi.org/10.1177/00420859231153412","url":null,"abstract":"","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"59 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91307871","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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