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Urban Education最新文献

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Cultivating Community Cultural Wealth and Armed Love: Freedom School as a Vanguard 培育社区文化财富与武装之爱:以自由学校为先锋
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-07-07 DOI: 10.1177/00420859231175664
Nancy Ares, Laura Cochell, Tyana Velazquez-Smith, Jeremy N. Smith
{"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":"32 1","pages":""},"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}
引用次数: 0
Black Lives Still Matter: Freedom Schools as an Embodiment of Critical Literacy Through Reflection and Action 黑人的生命依然重要:通过反思和行动体现批判性素养的自由学校
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-07-07 DOI: 10.1177/00420859231175671
Elena M. Venegas, Lakia M. Scott
{"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":"49 1","pages":""},"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}
引用次数: 1
A Pathway to Liberation: A History of the Freedom Schools and the Long Struggle for Justice Since 1865 《解放之路:1865年以来自由学派和长期正义斗争的历史
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-07-07 DOI: 10.1177/00420859231175672
Jon N. Hale
{"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":"17 1","pages":""},"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}
引用次数: 0
The Freedom School Way: A Model for Intergenerational Research Training Partnerships Among Universities and Children's Defense Fund Freedom Schools® Programs 自由学校方式:大学和儿童保护基金自由学校项目之间代际研究培训伙伴关系的模式
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-07-06 DOI: 10.1177/00420859231178712
Erik S. Rawls, Alysia D. Roehrig, Jeannine E. Turner, Michael P. Mesa, Madelyn McClarey, Camille Lewis, Cheyeon Ha, Peggy Auman, Tamara Jones
{"title":"The Freedom School Way: A Model for Intergenerational Research Training Partnerships Among Universities and Children's Defense Fund Freedom Schools® Programs","authors":"Erik S. Rawls, Alysia D. Roehrig, Jeannine E. Turner, Michael P. Mesa, Madelyn McClarey, Camille Lewis, Cheyeon Ha, Peggy Auman, Tamara Jones","doi":"10.1177/00420859231178712","DOIUrl":"https://doi.org/10.1177/00420859231178712","url":null,"abstract":"Partners United for Research Pathways Oriented to Social Justice in Education is a partnership between a university research training program and a Children's Defense Fund Freedom Schools® site in north Florida. It addresses the lack of demographic diversity among doctoral students in education. Emphasis is on researcher positionality and building relationships with stakeholders in a service-learning practicum. Research fellows design projects around literacy and social action, negotiate with stakeholders, and provide service. We use autoethnographic methods to articulate how Fellows, CDF Freedom School staff, and faculty collaborate. We offer suggestions for conducting research that can lead to meaningful, systemic change.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91305603","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}
引用次数: 0
Book Review: Black Lives Matter at School: Community Schools, COVID-19 and Freedom Dreams 书评:黑人的生命在学校也很重要:社区学校、COVID-19和自由梦想
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-07-01 DOI: 10.1177/00420859221093301
Sharina Gordon, Chelsea Iasello
{"title":"Book Review: Black Lives Matter at School: Community Schools, COVID-19 and Freedom Dreams","authors":"Sharina Gordon, Chelsea Iasello","doi":"10.1177/00420859221093301","DOIUrl":"https://doi.org/10.1177/00420859221093301","url":null,"abstract":"Black Lives Matter at School: Community Schools, COVID-19 and Freedom Dreams Edited by Denisha Jones and Jesse Hagopian, I Black Lives Matter at School: An Uprising for Educational Justice i is a must-read for all educators and organizers who are truly committed to centering Black lives in and outside of classrooms. It will be critical moving forward to demonstrate how the knowledge and skills necessary to bring about Black Lives Matter at School and similar Black liberatory curricular efforts can be implemented in teacher education programs, beyond ad-hoc professional development sessions. [Extracted from the article] Copyright of Urban Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"19 1","pages":"1435 - 1440"},"PeriodicalIF":2.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82937294","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}
引用次数: 0
Contracting Whiteness: Charter Authorizing and the Erasure of Blackness in Southern Urban Spaces 承包白人:南方城市空间中黑人的宪章授权与抹除
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-06-23 DOI: 10.1177/00420859231175667
A. Lu, Rachel E. Williams
{"title":"Contracting Whiteness: Charter Authorizing and the Erasure of Blackness in Southern Urban Spaces","authors":"A. Lu, Rachel E. Williams","doi":"10.1177/00420859231175667","DOIUrl":"https://doi.org/10.1177/00420859231175667","url":null,"abstract":"This study examines the linkages between charter school board composition, proposed school models, and authorization outcomes in two majority Black cities in the initial years post-state takeover. Findings illuminate how approved applications overlapped with the following factors: majority White boards with affiliations to elite reform networks or non-educational professional backgrounds and “No Excuses” models. Using concepts from The Racial Contract ( Mills, 1997 ), this study evidences how application components work to socio-politically construct a proposed school as legible and show an underexplored mechanism by which power is consolidated during the authorization process in ways that limit local Black political power.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"8 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85789117","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}
引用次数: 0
Planting the Seeds of Culturally Responsive, Equity-Centered, and Trauma-Informed Attitudes Among Urban Educators 在城市教育工作者中播下文化响应、以平等为中心和创伤知情态度的种子
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-06-21 DOI: 10.1177/00420859231175663
Jasmin Haynes, L. Marsh, Kim M. Anderson
{"title":"Planting the Seeds of Culturally Responsive, Equity-Centered, and Trauma-Informed Attitudes Among Urban Educators","authors":"Jasmin Haynes, L. Marsh, Kim M. Anderson","doi":"10.1177/00420859231175663","DOIUrl":"https://doi.org/10.1177/00420859231175663","url":null,"abstract":"This qualitative study explored the influence of implementing a virtual culturally responsive and equity-centered trauma-informed professional development series with seven urban educators in the U.S. The study's findings suggest that a culturally responsive, equity-centered trauma-informed professional development series can enrich educators’ knowledge and awareness regarding racial trauma. Furthermore, the series has the potential to improve interpersonal interactions between teachers and students and increase student engagement. Lastly, the professional development series can help prepare educators to become confident and assertive social change agents advocating for racial equity in schools. Implications are provided for practice, research, and policy.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"24 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72960308","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}
引用次数: 1
“Showing the Good and Bad Together”: A Participatory Exploration of Strengths and School-Based Trauma with Black Elementary Youth “一起展示好与坏”:黑人小学青年的力量和学校创伤的参与性探索
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-06-21 DOI: 10.1177/00420859231175673
A. Duane
{"title":"“Showing the Good and Bad Together”: A Participatory Exploration of Strengths and School-Based Trauma with Black Elementary Youth","authors":"A. Duane","doi":"10.1177/00420859231175673","DOIUrl":"https://doi.org/10.1177/00420859231175673","url":null,"abstract":"Current conceptualizations of trauma-informed practice in urban education spaces fail to center the strengths of Black youth, nor do they interrogate the role of schools in causing trauma. In partnership with an elementary-aged participatory Student Advisory Board, this article explores the both/and of strengths and school-based trauma for these Black youth. Through narrative analysis coupled with student art and poetry, findings highlight the normative nature of Black brilliance (Gholson et al., 2012). Situating strengths and school-based trauma together promotes a more comprehensive view of trauma, especially as it relates to liberatory trauma-informed educational practice in urban contexts.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"31 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84498775","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}
引用次数: 1
Deciphering Truth: Teaching About the Systemic Nature of Trauma 解读真相:关于创伤的系统性本质的教学
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-06-21 DOI: 10.1177/00420859231175678
Simona Goldin, Debi Khasnabis, A. Duane, Katrin Robertson
{"title":"Deciphering Truth: Teaching About the Systemic Nature of Trauma","authors":"Simona Goldin, Debi Khasnabis, A. Duane, Katrin Robertson","doi":"10.1177/00420859231175678","DOIUrl":"https://doi.org/10.1177/00420859231175678","url":null,"abstract":"Our work rests upon empirical and conceptual frameworks of systemically trauma-informed practice (SysTIP) to bring criticality to current conceptualizations of trauma-informed education. This paper presents (1) a description of a case-based exercise with elaborated design considerations that serve to illuminate mundane racial injustices occurring in schools as they intersect with trauma and (2) an analysis of teacher candidates’ learning, using artifacts of their classwork on the case-based exercise and their interactions with their instructors. This paper fortifies educators’ abilities to move beyond color-evasive (Annamma et al., 2017) views of trauma-informed practice and provide models of how individuals can act in anti-racist, systemically trauma-informed ways.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"26 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85932479","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}
引用次数: 0
Unsnarling PBIS and Trauma-Informed Education 拆解PBIS和创伤知情教育
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-06-21 DOI: 10.1177/00420859231175670
Rhiannon M. Kim, Alex Shevrin Venet
{"title":"Unsnarling PBIS and Trauma-Informed Education","authors":"Rhiannon M. Kim, Alex Shevrin Venet","doi":"10.1177/00420859231175670","DOIUrl":"https://doi.org/10.1177/00420859231175670","url":null,"abstract":"We posit that Positive Behavioral Interventions and Supports (PBIS) serves as a way to label, punish, and surveil students, which is antithetical to trauma-informed education. We put existing critiques of PBIS in conversation with literature on trauma-informed education, critical analyses rooted in social justice and draw on our experiences as educators. Grounded in a human-centered pedagogical orientation, we propose that educators advocate against the use of PBIS in their schools and instead focus their efforts on culturally sustaining pedagogies, systemic trauma-informed practices, and affirming practices based on asset views of students and communities.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"7 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84427584","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}
引用次数: 0
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