Urban Education

Fudhaily, Ahmad Wahid; Nastika, Cica; Kurniawan, Diki

doi: 10.1177/00420859251405233pmid: N/A

The book Responsive Teaching for Sustainability emphasizes the importance of an inclusive, adaptive, and sustainability-based approach to the learning process. This book consists of three main parts that discuss theories and practices relevant to academics and practitioners in responding to students’ needs contextually. Written in a systematic and research-based manner, this book can serve as a highly important reference in designing transformative learning amidst the dynamics of the modern era

Lee, Alice Y.; Ibemere, Ami; Rogers, Aaliyah; Winslow, Aaleyah; Dunlap, David

doi: 10.1177/00420859251331543pmid: N/A

This paper shares the stories of four burgeoning Black Language scholars and their journeys learning about their language in an official university setting. The analytic frames that helped us interpret our stories were: Baker-Bell's notions of “anti-Black linguistic racism” and “Black Linguistic Consciousness-raising,” Smitherman's concept of the “linguistic push-pull,” and the way Muhammud operationalizes “joy.” The process of learning about Black Language became a deeply personal journey of learning about ourselves, about each other, about what was lost, and about what was gained through this learning. Ultimately, this journey led us to collectively love and embrace Black Language and Blackness.

Sims, Timothy E.

doi: 10.1177/00420859251405230pmid: N/A

Goldin, Simona; Robinson, Darrius D.; Shaughnessy, Meghan; Garcia, Nicole M.; Blunk, Merrie; Pynes, D’Anna; Mortimer, Jillian P.

doi: 10.1177/00420859251359261pmid: N/A

We explore how a professional development program enabled educators to stretch their ideas related to (a) equitable participation in elementary mathematics classrooms, and (b) their district's policy aimed at promoting equitable participation. Our analysis revealed that participants’ views shifted as they engaged with others’ sense-making, grounded in their observation of mathematics instruction as it unfolded in real time, about equity and the distribution of opportunities to learn. Our findings highlight how collective inquiry into tensions between policy, theory, and the mechanisms of teaching and learning can create fissures- opportunities to shift educators’ views on and understandings of equity.

Li, Guofang; Lin, Zhen; Mei, Ziwen

doi: 10.1177/00420859251331552pmid: N/A

Recent changes in Canada’s immigration patterns have intensified the tension between Cantonese and Mandarin in local Chinese communities. This longitudinal study examines 24 Cantonese-speaking parents’ language ideologies and practices in maintaining their children’s bidialectalism in Cantonese and Mandarin in relation to English and French. Findings revealed a language hierarchy and a shift in their attitudes towards Mandarin over the three years. These trends were shaped by their solidarity with their Chinese roots and transnational membership. The findings suggest that parental language ideologies toward bidialectalism are complex and must be understood in glocal contexts.

Lucero, Audrey; Vetter, Amy; Schieble, Melissa; Avelar, Janette D.

doi: 10.1177/00420859251359254pmid: N/A

In critical inquiry groups, teachers work together to intentionally examine aspects of professional practice and provide support for transforming those practices over time. We explore how one such group engaged in dialogue about race in the context of their literacy/ELA instruction. We use the concepts of race-intentionality and race-evasiveness given by Chang-Bacon and the critical talk moves given by Vetter et al. to examine how interactional patterns open up (or shut down) spaces for critical teacher learning about race. Teachers engaged in race-intentional interactions that disrupted dominant narratives about discussing race and racism through children's literature, providing evidence that such groups can facilitate racial literacy.

Lucero, Audrey; Schieble, Melissa; Vetter, Amy; Zaino, Karen

doi: 10.1177/00420859251359255pmid: N/A

For this special issue, our collection of papers foregrounds how critical teacher learning is lifelong, hyper-contextual heart work. We bring together a collection of four articles that broaden the field's capacity to envision spaces for teacher learning about systems of inequity beyond traditional professional development approaches. Each article in this special issue demonstrates how critical teacher learning occurs in various contexts, a vast array of spaces, and at all points throughout a career.

Frankenberg, Erica; Farrington, Caprial; DeBray, Elizabeth H.; Siegel-Hawley, Genevieve; Leibovitz, Talia; McCollum, Sarah; Scott, Janelle; McDermott, Kathryn A.

doi: 10.1177/00420859251329310pmid: N/A

Drawing on Boddie’s adaptive discrimination framework, this article analyzes changes in demographic trends from 2002–2021. Our findings reveal a continuation of several longstanding trends, including increased racial/ethnic diversity in public school enrollment; deepening racial isolation within districts; persistent, high isolation for Black students; high but declining isolation for white students; growing isolation for Hispanic and Asian students; and substantial variation across regions. The growth of charter school enrollment and segregation since 2002 is striking, with substantial increases in many urban areas. Seventy years after Brown v. Board of Education, these trends reveal the continued effects of adaptive discrimination via privatization.

Noguera, Joaquín M.S.; Noguera, Pedro A.

doi: 10.1177/00420859251329267pmid: N/A

In this paper, we use Prometheus and his perpetual punishment to draw attention to the historic role Black people have played in U.S. education and contemplate the state of education for Black people 70 years after the Brown decision. We note the parallels between the period of reconstruction to the current period and use a case study of a school in Oakland, California to draw attention to a community-based response to the unfulfilled promise of the historic Brown decision. Our hope is that the case study can be used to undertake similar initiatives.

Ladson-Billings, Gloria

doi: 10.1177/00420859251329218pmid: N/A

The 1954 Brown v. Board of Education decision is iconic in American jurisprudence. It is taught in public schools as a part of our history and US Government courses. Legal professionals almost universally regard it as a rightly decided ruling that showcases the meaning of the 14th Amendment. However, the decision has never been fully implemented and was regularly met with active resistance. This essay addresses some of the unfulfilled promises of Brown more than a half century later that include failure to consider the quality of Black schools, preserving the job security of Black teachers and administrators, the use of Brown to galvanize White resentment, and Brown is used as a tool against Black educational aspirations. The essay concludes with a look toward Black pedagogical practices that worked to empower Black students despite the limitations of the law and a call to reconsider what Brown can actually mean in contemporary America.