Pub Date : 2024-04-12DOI: 10.1007/s11256-024-00693-w
Mica Baum-Tuccillo, Varnica Arora, Michelle Fine
{"title":"“I’d Say, Transfer Schools are Revolutionary”: Alternative Schools as Revolutionary Spaces Under Assault","authors":"Mica Baum-Tuccillo, Varnica Arora, Michelle Fine","doi":"10.1007/s11256-024-00693-w","DOIUrl":"https://doi.org/10.1007/s11256-024-00693-w","url":null,"abstract":"","PeriodicalId":515408,"journal":{"name":"The Urban Review","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140709628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-10DOI: 10.1007/s11256-024-00691-y
Beth S. Russell, Yuyang Hu, A. Horton, Mackenzie N. Wink
{"title":"Intersecting Influences on Disciplinary Absences in K-12 Education: Evidence of Cumulative Disadvantage","authors":"Beth S. Russell, Yuyang Hu, A. Horton, Mackenzie N. Wink","doi":"10.1007/s11256-024-00691-y","DOIUrl":"https://doi.org/10.1007/s11256-024-00691-y","url":null,"abstract":"","PeriodicalId":515408,"journal":{"name":"The Urban Review","volume":"2004 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140718687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-10DOI: 10.1007/s11256-024-00692-x
Stephanie Cariaga
{"title":"Correction: Towards Self‑Recovery: Cultivating Love with Young Women of Color Through Pedagogies of Bodymindspirit","authors":"Stephanie Cariaga","doi":"10.1007/s11256-024-00692-x","DOIUrl":"https://doi.org/10.1007/s11256-024-00692-x","url":null,"abstract":"","PeriodicalId":515408,"journal":{"name":"The Urban Review","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140717738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-10DOI: 10.1007/s11256-024-00690-z
Beverly J. Webb, Sara C. Lawrence
{"title":"Can We Talk for a Minute? Understanding Asset-Based Mechanisms for Academic Achievement from the Voices of High-Achieving Black Students","authors":"Beverly J. Webb, Sara C. Lawrence","doi":"10.1007/s11256-024-00690-z","DOIUrl":"https://doi.org/10.1007/s11256-024-00690-z","url":null,"abstract":"","PeriodicalId":515408,"journal":{"name":"The Urban Review","volume":"68 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140254860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.1007/s11256-024-00688-7
Jessica T. Shiller
{"title":"Out of a Crisis Comes Resilience: Community School Coordinators Work Through the Pandemic to Generate Social Capital in Baltimore’s Neighborhoods","authors":"Jessica T. Shiller","doi":"10.1007/s11256-024-00688-7","DOIUrl":"https://doi.org/10.1007/s11256-024-00688-7","url":null,"abstract":"","PeriodicalId":515408,"journal":{"name":"The Urban Review","volume":"4 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140408493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-22DOI: 10.1007/s11256-024-00689-6
Patricia Buenrostro, Monica L. Miles
{"title":"Beyond Niceties: Urban Black and Latiné High School Students’ Racially and Culturally Situated Perceptions of Care","authors":"Patricia Buenrostro, Monica L. Miles","doi":"10.1007/s11256-024-00689-6","DOIUrl":"https://doi.org/10.1007/s11256-024-00689-6","url":null,"abstract":"","PeriodicalId":515408,"journal":{"name":"The Urban Review","volume":"4 4","pages":"1-23"},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139957924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-17DOI: 10.1007/s11256-023-00686-1
Andrea J. Bingham, Kristi McCann
{"title":"“Learning Can’t Occur in Chaos:” A Critical Policy Discourse Analysis of No Excuses Charter School Websites","authors":"Andrea J. Bingham, Kristi McCann","doi":"10.1007/s11256-023-00686-1","DOIUrl":"https://doi.org/10.1007/s11256-023-00686-1","url":null,"abstract":"","PeriodicalId":515408,"journal":{"name":"The Urban Review","volume":"53 8","pages":"1-24"},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01Epub Date: 2021-07-13DOI: 10.1007/s11256-021-00611-4
Alesia Mickle Moldavan, Robert M Capraro, Mary Margaret Capraro
This study examines the perspectives and lived experiences of 10 urban secondary mathematics teachers from two epicenters of COVID-19 in the United States regarding their transition to digital learning during the 2019-2020 academic year. We use case study methodology with phenomenological interviews to gather insights into the teachers' efforts to modify their mathematics instruction and curriculum while navigating observed digital inequities and new digital tools for mathematics teaching. We also report on the teachers' targeted attempts to bridge home and school while problematizing the threatened humanistic aspect of remote teaching and learning. These frontline experiences recognize technology-associated systemic inequities in marginalized, urban communities and the need to strategize ways to implement equity-oriented technology integration that benefits all learners, especially urban youth. By critically examining digital education in the urban context, crucial conversations can transpire that critique (and disrupt) the digital divide in mathematics education and open doors for other stakeholders to broadly discuss the logistics and implications of digital education to enhance new ways of teaching and learning.
{"title":"Navigating (and Disrupting) the Digital Divide: Urban Teachers' Perspectives on Secondary Mathematics Instruction During COVID-19.","authors":"Alesia Mickle Moldavan, Robert M Capraro, Mary Margaret Capraro","doi":"10.1007/s11256-021-00611-4","DOIUrl":"https://doi.org/10.1007/s11256-021-00611-4","url":null,"abstract":"<p><p>This study examines the perspectives and lived experiences of 10 urban secondary mathematics teachers from two epicenters of COVID-19 in the United States regarding their transition to digital learning during the 2019-2020 academic year. We use case study methodology with phenomenological interviews to gather insights into the teachers' efforts to modify their mathematics instruction and curriculum while navigating observed digital inequities and new digital tools for mathematics teaching. We also report on the teachers' targeted attempts to bridge home and school while problematizing the threatened humanistic aspect of remote teaching and learning. These frontline experiences recognize technology-associated systemic inequities in marginalized, urban communities and the need to strategize ways to implement equity-oriented technology integration that benefits all learners, especially urban youth. By critically examining digital education in the urban context, crucial conversations can transpire that critique (and disrupt) the digital divide in mathematics education and open doors for other stakeholders to broadly discuss the logistics and implications of digital education to enhance new ways of teaching and learning.</p>","PeriodicalId":515408,"journal":{"name":"The Urban Review","volume":"54 2","pages":"277-302"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11256-021-00611-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39196702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01Epub Date: 2021-11-05DOI: 10.1007/s11256-021-00625-y
John A Williams, Marlon James, Ana Carolina Díaz Beltrán, Jemimah Young, Mónica Vásquez Neshyba, Quinita Ogletree
The urban education typology put forth by Milner (Urban Educ 47(3):556-561, 2012) offered a conceptual demarcation of three different, yet interconnected types of urban school districts (i.e., urban intensive, urban emergent, and urban characteristic). Nearly one decade after Milner's seminal urban education typology, few empirical or conceptual articles have operationalized this typology across multiple school districts in one region. We enter this scholarly space to reaffirm the typology and its utility in identifying the conditions that create varying educational inequities and transformative opportunities. Through a critical race spatial analysis, we attempt to capture, crystalize, and expand Milner's typology by examining a multitude of data points and intentionally drawing on geospatial data from five linked school districts in Harris County, Texas. Our findings, as viewed through lenses of Critical Race Theory and the Chicana Feminist conceptual framework known as borderlands, accentuate two major implications; (1) while there are physical spaces of restriction inside and around schools and school districts, regularly school districts contend with identical challenges despite their urban education typology categorical classification; and (2) when employing the urban education typology, it is imperative that researchers deeply contextualize the physical, temporal, historical, social, and racialized spaces that schools and school districts exist in.
{"title":"Employing the Urban Education Typology Through a Critical Race Spatial Analysis.","authors":"John A Williams, Marlon James, Ana Carolina Díaz Beltrán, Jemimah Young, Mónica Vásquez Neshyba, Quinita Ogletree","doi":"10.1007/s11256-021-00625-y","DOIUrl":"https://doi.org/10.1007/s11256-021-00625-y","url":null,"abstract":"<p><p>The urban education typology put forth by Milner (Urban Educ 47(3):556-561, 2012) offered a conceptual demarcation of three different, yet interconnected types of urban school districts (i.e., urban intensive, urban emergent, and urban characteristic). Nearly one decade after Milner's seminal urban education typology, few empirical or conceptual articles have operationalized this typology across multiple school districts in one region. We enter this scholarly space to reaffirm the typology and its utility in identifying the conditions that create varying educational inequities and transformative opportunities. Through a critical race spatial analysis, we attempt to capture, crystalize, and expand Milner's typology by examining a multitude of data points and intentionally drawing on geospatial data from five linked school districts in Harris County, Texas. Our findings, as viewed through lenses of Critical Race Theory and the Chicana Feminist conceptual framework known as borderlands, accentuate two major implications; (1) while there are physical spaces of restriction inside and around schools and school districts, regularly school districts contend with identical challenges despite their urban education typology categorical classification; and (2) when employing the urban education typology, it is imperative that researchers deeply contextualize the physical, temporal, historical, social, and racialized spaces that schools and school districts exist in.</p>","PeriodicalId":515408,"journal":{"name":"The Urban Review","volume":"54 3","pages":"450-480"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8568565/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39711381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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