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Teach Like a Black Woman: A Trauma-Informed Black Feminist Praxis 《像黑人女性一样教学:了解创伤的黑人女权主义实践》
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-06-21 DOI: 10.1177/00420859231175669
Abiola Farinde-Wu, Adam J. Alvarez, Nina Kunimoto
{"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}
引用次数: 0
Racially Just, Trauma-Informed Care for Black Students 为黑人学生提供种族公正、创伤知情的护理
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-06-21 DOI: 10.1177/00420859231175668
G. McAdoo, Kearan Williams, T. Howard
{"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}
引用次数: 2
Disentangling the Reproductive From the Liberatory in Urban School Contexts: Trauma-Informed Practice for Racially Just Systemic Teaching 拆解城市学校语境中的生殖与解放:种族公正系统教学的创伤知情实践
2区 教育学
Urban Education Pub Date : 2023-06-21 DOI: 10.1177/00420859231175677
Simona Goldin, Addison Duane, Debi Khasnabis
{"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}
引用次数: 0
A Poetry Book Review of The Peace Chronicles 《和平编年史》诗歌书评
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-06-21 DOI: 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}
引用次数: 0
Organizational Ecology's Contagion Growth Perspective in the Study of Standalone Charter Schools in New York City 组织生态学的传染成长视角:纽约市独立特许学校研究
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-06-15 DOI: 10.1177/00420859231180136
Charisse Gulosino
{"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}
引用次数: 0
Examining the Impacts of a Developmentally Appropriate, Culturally Relevant Virtual School on Student Outcomes 研究发展适宜、文化相关的虚拟学校对学生成绩的影响
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-06-08 DOI: 10.1177/00420859231180139
Johari Harris, Jennifer Darling-Aduana, Abigail A. Amoako Kayser, Christen Edwards, Derrick P. Alridge
{"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}
引用次数: 0
In Their Own Words: The Experiences of Black and Latinx Youth in Culturally Relevant Programming 用他们自己的话:黑人和拉丁裔青年在文化相关节目中的经验
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-06-07 DOI: 10.1177/00420859231180138
D. Conlin, A. Villavicencio
{"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}
引用次数: 0
Teacher Activism in “Terrible Cities”: Chronicles of Agency and Resistance in Phoenix and Milwaukee “可怕城市”中的教师激进主义:凤凰城和密尔沃基的代理和抵抗编年史
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-06-02 DOI: 10.1177/00420859231180141
Juan F. Carrillo, Andrew H. Hurie
{"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}
引用次数: 0
Barriers and Pathways to Enacting Justice-Oriented Social Studies: A Longitudinal Study of Novice Teachers in Urban Contexts 以正义为导向的社会研究的障碍与途径:城市背景下新手教师的纵向研究
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-04-27 DOI: 10.1177/00420859231170638
Christopher C. Martell, Robert Martinelle, Jennifer P. Chalmers
{"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}
引用次数: 0
Principals, Paradigms, and Possibilities: STEAM Education Reform and the Centering of Black Life 校长、范例与可能性:STEAM教育改革与黑人生活的中心
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-04-25 DOI: 10.1177/00420859231170636
Tesha Sengupta-Irving, Lara Schiffrin-Sands
{"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}
引用次数: 0
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