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Discovering the Roadblocks: Culturally Relevant Dispositions among Preservice Teachers 发现障碍:职前教师的文化相关倾向
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-11-29 DOI: 10.1177/00420859221140396
Dorian L. Harrison, Cory T. Brown
{"title":"Discovering the Roadblocks: Culturally Relevant Dispositions among Preservice Teachers","authors":"Dorian L. Harrison, Cory T. Brown","doi":"10.1177/00420859221140396","DOIUrl":"https://doi.org/10.1177/00420859221140396","url":null,"abstract":"Teacher education programs are still grappling with the best ways of capturing preservice teachers’ dispositions toward diversity and culturally relevant pedagogy (CRP). Recent studies identified critical reflections as a way of capturing preservice teachers’ dispositional shifts over time, highlighting instances of CRP. This study sought captured preservice teacher’ critical reflections across two education courses at a midwestern university in the United States. Our findings revealed how preservice teachers took up tenets of CRP, but also revealed ways they resisted those same tenets. Looking across both courses, we found critical information for improving future practice.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83146634","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
Black Male Teacher-Coaches’ Utilization of Black Counterpublics: The Black Family, Liberatory Fantasy, and Resisting the Ontological Limitation of Blackness 黑人男教师教练对黑人反公众的利用:黑人家庭、解放幻想与抵抗黑人的本体论局限
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-11-24 DOI: 10.1177/00420859221140394
Danielle J. Thomas
{"title":"Black Male Teacher-Coaches’ Utilization of Black Counterpublics: The Black Family, Liberatory Fantasy, and Resisting the Ontological Limitation of Blackness","authors":"Danielle J. Thomas","doi":"10.1177/00420859221140394","DOIUrl":"https://doi.org/10.1177/00420859221140394","url":null,"abstract":"Drawing from a conceptual framework grounded in Black critical theories, this qualitative case study explored the youth knowledge that two Black Male social studies teacher-coaches serving in urban Catholic high schools acquired through Black counterpublics to reconceptualize the ontological limitation of Black existence. Findings demonstrated that it was within civic spaces generated within the Black family and community that participants acquired the socio-cultural knowledge to see through antiBlack forms of White projection.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"11 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77921784","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
Prototyping the Cultural Proficiency Continuum Dialogic Protocol with Professional Development School Teacher Interns 以专业发展学校教师实习生为对象，建立文化熟练度连续对话协议原型
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-11-24 DOI: 10.1177/00420859221140405
D. Cormier
{"title":"Prototyping the Cultural Proficiency Continuum Dialogic Protocol with Professional Development School Teacher Interns","authors":"D. Cormier","doi":"10.1177/00420859221140405","DOIUrl":"https://doi.org/10.1177/00420859221140405","url":null,"abstract":"This article presents findings from an education design research program to advance the development of the Cultural Proficiency Continuum Dialogic Protocol (CPCDP). The CPCDP is a primary data source that uses andragogical and asset-based pedagogies and approaches to assess and codify educators’ cultural competence systematically. Findings demonstrated the CPCDP's effectiveness in assessing and codifying preservice teachers’ cultural competence specific to PreK-12 urban schools and majority-minority student populations. Also, findings demonstrated that the development of pre-service teachers’ cultural competence is implicated by teacher educators’ and leaders’ levels of cultural competence.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"5 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82157978","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
Using an Iterative Approach to Systematically Observe Culturally Responsive Practices Across Classrooms 使用迭代方法系统地观察跨教室的文化响应实践
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-11-20 DOI: 10.1177/00420859221139832
Rosalinda J. Larios, Juliana E. Karras, C. Suárez-Orozco, Inayah S.J. Bashir-Baaqee
{"title":"Using an Iterative Approach to Systematically Observe Culturally Responsive Practices Across Classrooms","authors":"Rosalinda J. Larios, Juliana E. Karras, C. Suárez-Orozco, Inayah S.J. Bashir-Baaqee","doi":"10.1177/00420859221139832","DOIUrl":"https://doi.org/10.1177/00420859221139832","url":null,"abstract":"Though culturally responsive practices (CRP) are widely lauded as important for educational practice, the field to date does not have a systematic video-based strategy to observe CRP across classrooms. Through a qualitative review of 68 classroom videos from the Measures of Effective Teaching dataset, we examined the presence, absence, and antithesis of CRP. Strikingly, our analyses revealed that CRP were largely absent from the observations. Building upon our meticulous and reflective iterative process, we discuss measurement challenges and link findings with practice-focused recommendations that can serve to bolster teacher education in a crucial domain for an increasingly complex, multicultural society.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"265 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75771733","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
“At School, It's a Completely Different World”: African Immigrant Youth Agency and Negotiation of Their Adaptation Processes in US Urban Schools “在学校，这是一个完全不同的世界”:非洲移民青年机构及其在美国城市学校适应过程的谈判
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-11-20 DOI: 10.1177/00420859221140407
Lydiah Kananu Kiramba, Hanihani Moundiba Traore, Guy Trainin
{"title":"“At School, It's a Completely Different World”: African Immigrant Youth Agency and Negotiation of Their Adaptation Processes in US Urban Schools","authors":"Lydiah Kananu Kiramba, Hanihani Moundiba Traore, Guy Trainin","doi":"10.1177/00420859221140407","DOIUrl":"https://doi.org/10.1177/00420859221140407","url":null,"abstract":"African immigrant youth adaptation processes in US schools remain under-researched. Using qualitative case study, this article examines West African immigrant middle- and high-school youth adaptation experiences in US urban schools. Findings show that racialized experiences, English proficiency levels, and multilingualism affected social relationships (both supportive and conflicted) with families, communities, peers, and school contexts. These experiences crucially influenced African immigrant youths’ adaptation processes. Participants drew from community resources and developed resilience skills to negotiate acculturative stressors when seeking friendship, belonging, and an integrated sense of identity in their new home. Recommendations for further supporting positive adaptive strategies are discussed.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"14 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89516906","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
Democracy, Empires, and the Chinese Diasporas 民主、帝国和海外华人
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-11-07 DOI: 10.1177/00420859221131814
Lin Wu
{"title":"Democracy, Empires, and the Chinese Diasporas","authors":"Lin Wu","doi":"10.1177/00420859221131814","DOIUrl":"https://doi.org/10.1177/00420859221131814","url":null,"abstract":"As tension between China and the United States continues to escalate, little research has looked into how geopolitical conflicts impact the Chinese Diasporas in these two nations. Filtering his life through empire and AsianCrit, the author illustrates his racializing encounters with empires in educational institutions and the larger Chinese and U.S. societies. Implications include how scholars can address the historical, theoretical, and practical gaps in urban education research, connect empire with critical race theory to enrich urban education research, and leverage their counterstories to help teachers and teacher educators undo imperialism in practice.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81783890","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-Family Solidarity as Culturally Sustaining Pedagogy and Practice 教师-家庭团结作为文化可持续的教学方法与实践
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-10-26 DOI: 10.1177/00420859221131809
Soonohk Hong, Mona H. Baloch, Katharine H. Conklin, Haeli W. Warren
{"title":"Teacher-Family Solidarity as Culturally Sustaining Pedagogy and Practice","authors":"Soonohk Hong, Mona H. Baloch, Katharine H. Conklin, Haeli W. Warren","doi":"10.1177/00420859221131809","DOIUrl":"https://doi.org/10.1177/00420859221131809","url":null,"abstract":"In this research article, the authors examine the intersections of culturally sustaining pedagogy and critical family engagement to explore the possibilities for equitable family-school partnerships in urban schools. Based on the common values of trusting and caring relationships and power disruption within those fields, as well as data from a multi-year qualitative study of teachers and their relationships with students’ families, the authors introduce the framework of teacher-family solidarity. The framework challenges traditional conceptions of parent-teacher relationships, and the supporting narratives of teachers and parent/caregivers illustrate that teacher-family solidarity should become an indispensable part of culturally sustaining pedagogy and practice.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"130 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85769202","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
Understanding Barriers to Parent Involvement Through a Postcolonial lens: A Case Study of Bahamian Schools 通过后殖民视角理解家长参与的障碍:巴哈马学校的案例研究
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-10-12 DOI: 10.1177/00420859221125711
A. Bowe, C. L. Johnson
{"title":"Understanding Barriers to Parent Involvement Through a Postcolonial lens: A Case Study of Bahamian Schools","authors":"A. Bowe, C. L. Johnson","doi":"10.1177/00420859221125711","DOIUrl":"https://doi.org/10.1177/00420859221125711","url":null,"abstract":"We used the emerging postcolonial frame of plantation pedagogy to understand parent involvement within urban Bahamian schools. We report on survey (parents, n = 377; teachers, n = 96), interviews (n = 33), and forum (n = 17) data to identify barriers and solutions to involvement. Findings demonstrate pervasive plantation ideologies and practices that shape interactions between parents and schools. We discuss our findings in relation to social and economic issues within Bahamian society, school and ministerial bureaucracy, and the metaphor of the inner planation. We make recommendations to teacher education programs.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"32 3","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72404335","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
Disposable Spaces: How Special Education Enrollment Affects School Closures 一次性空间:特殊教育招生如何影响学校关闭
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-10-03 DOI: 10.1177/00420859221126700
Rachel N. Weber, Federico R. Waitoller, J. Drucker
{"title":"Disposable Spaces: How Special Education Enrollment Affects School Closures","authors":"Rachel N. Weber, Federico R. Waitoller, J. Drucker","doi":"10.1177/00420859221126700","DOIUrl":"https://doi.org/10.1177/00420859221126700","url":null,"abstract":"Informed by austerity politics, struggling school districts have closed buildings to pursue cost savings. We investigate the factors affecting which schools are shuttered, proposing that the share of students with an Individualized Education Program (SIEP) influences the way building utilization is measured because of the different instructional spaces required. We examine the case of elementary schools in Chicago, where 44 of 402 schools were closed in 2013. Simulating administrative decision-making parameters with a logistic regression model and demographic, student, and school data, we find that Chicago Public Schools was more likely to close school buildings with higher shares of SIEPs. Such punitive measures reflect the politics of austerity and disposability, leaving students with disabilities, particularly those in low-income neighborhoods of color, with fewer educational options.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"5 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76105635","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
“What Do I Need That For?”: The Misalignment of Masculinity and College Preparation in an Urban School “我需要它做什么?”:一所城市学校的男子气概与大学准备的错位
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-09-29 DOI: 10.1177/00420859221126708
Suneal Kolluri
{"title":"“What Do I Need That For?”: The Misalignment of Masculinity and College Preparation in an Urban School","authors":"Suneal Kolluri","doi":"10.1177/00420859221126708","DOIUrl":"https://doi.org/10.1177/00420859221126708","url":null,"abstract":"Young Black and Latino men face profound academic obstacles in transitioning to college. Few studies have interrogated college readiness practices in urban schools through the lens of masculinity. Drawing on a yearlong ethnography, this study investigated how young men respond to college-readiness practices while enacting masculinity. Many young men were not convinced that working hard in their classes was necessary for their college futures. College preparation stressed seriousness and vulnerability, but masculine intellectualism was playful and tough. The contrast implies the need for college readiness practices better aligned with common experiences of masculinity in urban contexts.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"35 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84421321","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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