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This second edition of the Handbook of Urban Education offers a
fresh, fluid, and diverse range of perspectives from which the
authors describe, analyze, and offer recommendations for urban
education in the US. Each of the seven sections includes an
introduction, providing an overview and contextualization of the
contents. In addition, there are discussion questions at the
conclusion of many of the 31 chapters. The seven sections in this
edition of the Handbook include: (1) Multidisciplinary Perspectives
(e.g., economics, health sciences, sociology, and human
development); (2) Policy and Leadership; (3) Teacher Education and
Teaching; (4) Curriculum, Language, and Literacy; (5) STEM; (6)
Parents, Families, and Communities; and (7) School Closures,
Gentrification, and Youth Voice and Innovations. Chapters are
written by leaders in the field of urban education, and there are
27 new authors in this edition of the Handbook. The book covers a
wide and deep range of the landscape of urban education. It is a
powerful and accessible introduction to the field of urban
education for researchers, theorists, policymakers and
practitioners as well as a critical call for the future of the
field for those more seasoned in the field.
This second edition of the Handbook of Urban Education offers a
fresh, fluid, and diverse range of perspectives from which the
authors describe, analyze, and offer recommendations for urban
education in the US. Each of the seven sections includes an
introduction, providing an overview and contextualization of the
contents. In addition, there are discussion questions at the
conclusion of many of the 31 chapters. The seven sections in this
edition of the Handbook include: (1) Multidisciplinary Perspectives
(e.g., economics, health sciences, sociology, and human
development); (2) Policy and Leadership; (3) Teacher Education and
Teaching; (4) Curriculum, Language, and Literacy; (5) STEM; (6)
Parents, Families, and Communities; and (7) School Closures,
Gentrification, and Youth Voice and Innovations. Chapters are
written by leaders in the field of urban education, and there are
27 new authors in this edition of the Handbook. The book covers a
wide and deep range of the landscape of urban education. It is a
powerful and accessible introduction to the field of urban
education for researchers, theorists, policymakers and
practitioners as well as a critical call for the future of the
field for those more seasoned in the field.
This is a practical, research based guide to rethinking classroom
management that effectively serves the needs of diverse learners
including children of color, English learners, and children from
low-income households. It focuses on promising alternatives to
traditional disciplinary practices including restorative justice.
Making Black Girls Count in Math Education explores the experiences
of Black girls and women in mathematics from preschool to graduate
school, deftly probing race and gender inequity in STEM fields.
Nicole M. Joseph investigates factors that contribute to the
glaring underrepresentation of Black female students in the
mathematics pipeline. Joseph’s unflinching account calls
attention to educational structures and practices that contribute
to race- and gender-based stratification in science, technology,
engineering, and mathematics disciplines. The author also
disentangles a complex network of historical and sociopolitical
elements that influence the perception and experiences of Black
girls and women both inside and outside of mathematics education.
In her clear-eyed assessment of the intersectional difficulties
facing this marginalized group, Joseph offers a critical view of
the existing mathematics education research, practice, and policies
that have neglected Black girls and women; confronts the
problematic history of mathematics education policy; and considers
imbalances in the current teacher workforce in US mathematics
programs. She then provides practical, actionable suggestions for
reform. Joseph invites students, families, and educators, as well
as researchers, policy makers, and other relevant stakeholders to
disrupt systems, structures, and ideologies. She calls for an end
to racism and sexism in many areas of mathematics education,
including learning environments, curriculum design and
implementation, and testing and assessments. An essential read for
anyone concerned about supporting the mathematical learning and
development of Black girls and women, this work advocates for
coalition-building so that greater, more equitable opportunities
for learning and engagement may be offered to Black female
students.
Equality or Equity sets forth a compelling argument urging us to
shift our understanding of the role of our education system from
providing equal opportunity to building an equitable society. A
leading scholar-practitioner and ardent proponent of culturally
responsive forms of education, Jeffrey M. R. Duncan-Andrade aims to
settle the debates over whether we should work toward a public
education system built on the goal of equality, in which identical
resources are provided for all students, or equity, in which
different resources are offered in response to differences in
student interests and needs. Duncan-Andrade centers his argument on
the importance of creating meaningful education experiences for all
students, particularly for low-income students of color and
immigrant students, who have gained relatively fewer benefits from
decades of equality-focused education reform. Drawing on research
from across a range of disciplines, including neuroscience, social
epidemiology, public health, and social work, Duncan-Andrade
introduces three essential domains of a pedagogy that are both
culturally and community responsive: relationships, relevance, and
responsibility. He enlists the voices of practitioners to provide
grounded examples of what community-responsive pedagogy looks like
in each of these domains. These examples demonstrate how equitable
classroom practices can enrich student engagement, enhance trauma
responsiveness, and improve educational outcomes. Equality or
Equity makes an urgent appeal for designing and implementing a
truly equitable school system and shows us how we can begin to
accomplish that goal.
Race neutral leadership is not an option. Education leaders are on
the frontline in the fight for racial justice and must co-construct
practices to disrupt storylines, policies, and practices that
perpetuate opportunity gaps. Drawing from established research and
the wisdom of teachers, young people, parents, community members,
policy advocates, and school leaders, The Race Card is a guide for
frontline leaders at every level to confront and disrupt racism.
Designed to engage leaders in candid conversations about race and
racism, this book provides a road map for building anti-racist
leadership capacity in today’s turbulent political environment.
Features include Eight interrelated tenets of Frontline Leadership
Strategies for supporting faculty, staff, students, and the broader
community in practices centering racial justice and equity Guidance
for dismantling the lies and beliefs that perpetuate inequities
Design principles and strategies to cultivate opportunity-rich and
robust curriculum, instruction, relationships, and assessment The
frontline isn’t always a comfortable place, but it’s where
education leaders are needed right now. Lead the fight for truth in
your school community and help change history—by putting our
nation back on the path to racial justice.
Racial Opportunity Cost turns critical attention to the specific
challenges faced by high-achieving students of color and gives
educators a framework for recognizing and addressing these issues.
Terah T. Venzant Chambers roots her discussion in the concept of
racial opportunity cost, using a term borrowed from economics to
refer to the obstacles faced and tradeoffs made by Black and Latinx
students on the path to academic success. Gathering first-hand
accounts from students, practitioners, and researchers, Chambers
underscores a set of experiences common to academically successful
students from racially minoritized backgrounds, especially those
who attend predominantly white schools. These individual
testimonies collectively show how, despite their successes,
high-achieving students of color regularly encounter educational
racism. As their experiences reveal, their academic progress may
also be impeded by secondary stressors such as peer and cultural
isolation and struggles with racial identity. These personal
accounts illustrate the many ways in which the negative effects of
racial opportunity cost extend from K-12 education into
postsecondary academics and beyond. In this clarifying work,
Chambers identifies the factors, such as school culture,
intersectionality, and community acceptance that can increase or
lessen racial opportunity cost across educational environments. She
considers how the individual challenges that high-achieving and
high-ability students of color confront reflect larger systemic
problems. Chambers' framework will help educators proactively
cultivate change in their classrooms and schools so that they may
lower racial opportunity cost and improve student experiences.
Teachers of Color describes how racism serves as a continuous
barrier against diversifying the teaching force and offers tools to
support educators who identify as Black, Indigenous, or people of
Color on both a systemic and interpersonal level. Based on in-depth
interviews, digital narratives, and questionnaires, the book
analyzes the toll of racism on their professional experiences and
personal wellbeing, as well as their resistance and reimagination
of schools. Teacher educator and educational researcher Rita Kohli
documents the hostile racial climate that teachers of color
experience over the course of their academic and professional
lives-first as students and preservice teachers and later in their
classrooms and schools. She also highlights the tools of resistance
these teachers employ to challenge institutionalized oppression and
the kinds of professional development and support they need to
thrive. Analyzed through the lens of critical race theory, Teachers
of Color exposes the ongoing racialization via counter-stories from
thirty racially, geographically, and professionally diverse
educators. The book concludes with recommendations that various
education stakeholders can employ to improve the racial climates of
schools and support the growing diversity of the teaching force. At
this critical moment, Kohli offers readers an opportunity to
strengthen their racial literacies and better understand the
strengths, struggles, and power of teachers of color.
Chezare A. Warren chronicles the transition of a cohort of young
Black males from Urban Prep Charter Academy for Young Men to their
early experiences in higher education. A rich and closely observed
account of a mission-driven school and its students, Urban
Preparation makes a significant contribution to our understanding
of how young males of color can best be served in schools
throughout the United States today. A founding teacher at Urban
Prep, Warren offers a detailed exploration of what this single-sex
public high school on the South Side of Chicago has managed to
accomplish amid profoundly challenging circumstances. He provides a
comprehensive portrait of the school-its leaders, teachers, and
professional staff; its students; and the community that the school
aims to serve-and highlights how preparation for higher education
is central to its mission. Warren focuses on three main goals: to
describe Urban Prep's plans and efforts to prepare young Black
males for college; to understand how race, community, poverty, and
the school contributed, in complex and interrelated ways, to the
academic goals of these students; and to offer a wide-ranging set
of conclusions about the school environments and conditions that
might help young Black males throughout the country succeed in high
school and college.
In this incisive and practical book, H. Richard Milner IV provides
educators with a crucial understanding of how to teach students of
color who live in poverty. Milner looks carefully at the
circumstances of these students' lives and describes how those
circumstances profoundly affect their experiences within schools
and classrooms. In a series of detailed chapters, Milner proposes
effective practices-at the district and school levels, and in
individual classrooms-for school leaders and teachers who are
committed to creating the best educational opportunities for these
students. Building on established literature, new research, and a
number of revelatory case studies, Milner casts essential light on
the experiences of students and their families living in poverty,
while pointing to educational strategies that are shaped with these
students' unique circumstances in mind. Milner's astute and nuanced
account will fundamentally change how school leaders and teachers
think about race and poverty-and how they can best serve these
students in their schools and classrooms.
In the thoroughly revised second edition of Start Where You Are,
But Don't Stay There, H. Richard Milner IV addresses the knowledge
and insights required on the part of teachers and school leaders to
serve students of color. Milner focuses on a crucial issue in
teacher training and professional education: the need to prepare
teachers for the racially diverse student populations in their
classrooms. The book, anchored in real world experiences, centers
on case studies that exemplify the challenges, pitfalls, and
opportunities facing teachers in diverse classrooms. The case
studies- of teachers in urban and suburban settings- are presented
amid current discussions about race and teaching. In addition, the
second edition includes a new chapter dedicated to opportunity gaps
in education and an expanded discussion of how Opportunity Centered
Teaching can address these gaps. Start Where You Are, But Don't
Stay There strives to help educators in the fight for social
justice, equity, inclusion, and transformation for all students. It
is a book urgently needed in today's increasingly diverse
classrooms.
Culturally Responsive School Leadership focuses on how school
leaders can effectively serve minoritized students-those who have
been historically marginalized in school and society. The book
demonstrates how leaders can engage students, parents, teachers,
and communities in ways that positively impact learning by honoring
indigenous heritages and local cultural practices. Muhammad Khalifa
explores three basic premises. First, that a full-fledged and
nuanced understanding of ""cultural responsiveness"" is essential
to successful school leadership. Second, that cultural
responsiveness will not flourish and succeed in schools without
sustained efforts by school leaders to define and promote it.
Finally, that culturally responsive school leadership comprises a
number of crucial leadership behaviors, which include critical
self-reflection; the development of culturally responsive teachers;
the promotion of inclusive, anti-oppressive school environments;
and engagement with students' indigenous community contexts. Based
on an ethnography of a school principal who exemplifies the
practices and behaviors of culturally responsive school leadership,
the book provides educators with pedagogy and strategies for
immediate implementation.
Teachers of Color describes how racism serves as a continuous
barrier against diversifying the teaching force and offers tools to
support educators who identify as Black, Indigenous, or people of
Color on both a systemic and interpersonal level. Based on in-depth
interviews, digital narratives, and questionnaires, the book
analyzes the toll of racism on their professional experiences and
personal wellbeing, as well as their resistance and reimagination
of schools. Teacher educator and educational researcher Rita Kohli
documents the hostile racial climate that teachers of color
experience over the course of their academic and professional
lives-first as students and preservice teachers and later in their
classrooms and schools. She also highlights the tools of resistance
these teachers employ to challenge institutionalized oppression and
the kinds of professional development and support they need to
thrive. Analyzed through the lens of critical race theory, Teachers
of Color exposes the ongoing racialization via counter-stories from
thirty racially, geographically, and professionally diverse
educators. The book concludes with recommendations that various
education stakeholders can employ to improve the racial climates of
schools and support the growing diversity of the teaching force. At
this critical moment, Kohli offers readers an opportunity to
strengthen their racial literacies and better understand the
strengths, struggles, and power of teachers of color.
In the thoroughly revised second edition of Start Where You Are,
But Don't Stay There, H. Richard Milner IV addresses the knowledge
and insights required on the part of teachers and school leaders to
serve students of color. Milner focuses on a crucial issue in
teacher training and professional education: the need to prepare
teachers for the racially diverse student populations in their
classrooms. The book, anchored in real world experiences, centers
on case studies that exemplify the challenges, pitfalls, and
opportunities facing teachers in diverse classrooms. The case
studies- of teachers in urban and suburban settings- are presented
amid current discussions about race and teaching. In addition, the
second edition includes a new chapter dedicated to opportunity gaps
in education and an expanded discussion of how Opportunity Centered
Teaching can address these gaps. Start Where You Are, But Don't
Stay There strives to help educators in the fight for social
justice, equity, inclusion, and transformation for all students. It
is a book urgently needed in today's increasingly diverse
classrooms.
Culturally Responsive School Leadership focuses on how school
leaders can effectively serve minoritized students-those who have
been historically marginalized in school and society. The book
demonstrates how leaders can engage students, parents, teachers,
and communities in ways that positively impact learning by honoring
indigenous heritages and local cultural practices. Muhammad Khalifa
explores three basic premises. First, that a full-fledged and
nuanced understanding of ""cultural responsiveness"" is essential
to successful school leadership. Second, that cultural
responsiveness will not flourish and succeed in schools without
sustained efforts by school leaders to define and promote it.
Finally, that culturally responsive school leadership comprises a
number of crucial leadership behaviors, which include critical
self-reflection; the development of culturally responsive teachers;
the promotion of inclusive, anti-oppressive school environments;
and engagement with students' indigenous community contexts. Based
on an ethnography of a school principal who exemplifies the
practices and behaviors of culturally responsive school leadership,
the book provides educators with pedagogy and strategies for
immediate implementation.
In this incisive and practical book, H. Richard Milner IV provides
educators with a crucial understanding of how to teach students of
color who live in poverty. Milner looks carefully at the
circumstances of these students' lives and describes how those
circumstances profoundly affect their experiences within schools
and classrooms. In a series of detailed chapters, Milner proposes
effective practices-at the district and school levels, and in
individual classrooms-for school leaders and teachers who are
committed to creating the best educational opportunities for these
students. Building on established literature, new research, and a
number of revelatory case studies, Milner casts essential light on
the experiences of students and their families living in poverty,
while pointing to educational strategies that are shaped with these
students' unique circumstances in mind. Milner's astute and nuanced
account will fundamentally change how school leaders and teachers
think about race and poverty-and how they can best serve these
students in their schools and classrooms.
Race and Culturally Responsive Inquiry in Education examines how
assumptions about race and culture have shaped US education
research and the interpretation and implementation of its results.
This ambitious volume sheds light on the detrimental effects of
educational praxis and policies that have characterized communities
of color and historically underserved communities as deficient. It
reveals how such bias has affected many facets of educational
inquiry, from research design and planning to education policy
making and evaluation practices. The provocative essays in this
work challenge traditional suppositions about whose evidence
matters, highlighting approaches for reframing educational inquiry
and arguing for the adoption of a culturally responsive stance that
can correct inequities by accounting for students' diverse
backgrounds and needs. Edited by Stafford L. Hood, Henry T.
Frierson, Rodney K. Hopson, and Keena N. Arbuthnot and featuring
contributions from leading and emerging scholars, the collection is
organized around three key areas-education research, educational
assessment, and program evaluation. The contributors identify
provocative problems that exist at the intersection of race and
education in these areas, and they illuminate the many ways in
which education reform can address intersectionality. Calling for
effective action, they suggest compelling solutions for
consideration by policy makers and practitioners as well as
researchers. Together, the essays in this volume make the case that
culturally responsive methods that deepen our understanding of
educational disparities, appropriately measure what students know
and can do, and ensure that we have accurate information about the
effectiveness of educational interventions can improve educational
outcomes for diverse learners.
Not Paved for Us chronicles a fifty-year period in Philadelphia
education, and offers a critical look at how school reform efforts
do and do not transform outcomes for Black students and educators.
This illuminating book offers an extensive, expert analysis of a
school system that bears the legacy, hallmarks, and consequences
that lie at the intersection of race and education. Urban education
scholar Camika Royal deftly analyzes decades of efforts aimed at
improving school performance within the School District of
Philadelphia (SDP), in a brisk survey spanning every SDP
superintendency from the 1960s through 2017. Royal interrogates the
history of education and educational reforms, recounting city,
state, and federal interventions. She covers SDP's connections with
the Common School Movement and the advent of the Philadelphia
Freedom Schools, and she addresses federal policy shifts, from
school desegregation to the No Child Left Behind and Every Student
Succeeds Acts. Her survey provides sociopolitical context and rich
groundwork for a nuanced examination of why many large urban
districts struggle to implement reforms with fidelity and in ways
that advance Black students academically and holistically. In a
bracing critique, Royal bears witness to the ways in which positive
public school reform has been obstructed: through racism and racial
capitalism, but also via liberal ideals, neoliberal practices, and
austerity tactics. Royal shows how, despite the well-intended
actions of larger entities, the weight of school reform, here as in
other large urban districts, has been borne by educators striving
to meet the extensive needs of their students, families, and
communities with only the slightest material, financial, and human
resources. She draws on the experiences of Black educators and
community members and documents their contributions. Not Paved for
Us highlights the experiences of Black educators as they navigate
the racial and cultural politics of urban school reform.
Ultimately, Royal names, dissects, and challenges the presence of
racism in school reform policies and practices while calling for an
antiracist future.
Through eight compelling stories of restorative literacies, Wolter
explores the complex relationships among cognition, metacognition,
identity, behavior in schools, and literacies. Based on the
principles of restorative justice, restorative literacies are
designed to help educators repair harm, restore relationships, and
expand the concept of literacy for some of our most disenfranchised
and disengaged students. Restorative literacies are not just about
growing readers and writers per se. They are about creating a
community of care that involves students, teachers, administrators,
and families so that all students experience racially, culturally,
linguistically, and economically responsive instruction in multiple
forms of literacies. Drawing on the author's rich experiences
cultivating a love of reading among her students and studying the
practices of other educators, Restorative Literacies advances a
provocative set of examples about centering the voice and stories
of people in our quest to humanize and reimagine how we care for,
about, and with others.Book Features: Presents a literacy model of
restorative justice that includes participation from teachers,
principals, administrators, and parents. Contains engaging
narratives from elementary and secondary schools to illustrate
concepts and strategies. Explores compassionate listening as a
conscious process of assuring that all involved are fully heard, a
skill that requires removing assumptions, judgement, and bias.
Identifies practices that take a positive view of learners, as
opposed to referring students to special education. Uses
restoration as an alternative to pushout practices that are
designed to control students and often prevent them from reaching
their capacity.
Through eight compelling stories of restorative literacies, Wolter
explores the complex relationships among cognition, metacognition,
identity, behavior in schools, and literacies. Based on the
principles of restorative justice, restorative literacies are
designed to help educators repair harm, restore relationships, and
expand the concept of literacy for some of our most disenfranchised
and disengaged students. Restorative literacies are not just about
growing readers and writers per se. They are about creating a
community of care that involves students, teachers, administrators,
and families so that all students experience racially, culturally,
linguistically, and economically responsive instruction in multiple
forms of literacies. Drawing on the author's rich experiences
cultivating a love of reading among her students and studying the
practices of other educators, Restorative Literacies advances a
provocative set of examples about centering the voice and stories
of people in our quest to humanize and reimagine how we care for,
about, and with others.Book Features: Presents a literacy model of
restorative justice that includes participation from teachers,
principals, administrators, and parents. Contains engaging
narratives from elementary and secondary schools to illustrate
concepts and strategies. Explores compassionate listening as a
conscious process of assuring that all involved are fully heard, a
skill that requires removing assumptions, judgement, and bias.
Identifies practices that take a positive view of learners, as
opposed to referring students to special education. Uses
restoration as an alternative to pushout practices that are
designed to control students and often prevent them from reaching
their capacity.
Start Where You Are, But Don't Stay There addresses a crucial issue
in teacher training and professional education: the need to prepare
pre-service and in-service teachers for the racially diverse
student populations in their classrooms. A down-to-earth book, it
aims to help practitioners develop insights and skills for
successfully educating diverse student bodies. The book centers on
case studies that exemplify the challenges, pitfalls, and
opportunities facing teachers in diverse classrooms. These case
studies-of white and African American teachers working (and
preparing to work) in urban and suburban settings-are presented
amid more general discussions about race and teaching in
contemporary schools. Informing these discussions and the cases
themselves is their persistent attention to opportunity gaps that
need to be fully grasped by teachers who aim to understand and
promote the success of students of greatly varying backgrounds.
Race, Sports, and Education highlights the myriad ways in which
organized collegiate sport has both positively contributed to and
negatively detracted from the educational experiences of Black male
college athletes. Specifically, John N. Singer examines the
educational experiences, opportunities, and outcomes of Black males
who have played NCAA Division I football and/or basketball at
historically White colleges and universities. Singer is intensely
aware of the ways in which many Black athletes have been
shortchanged by the collegiate sport system. He describes how the
colleges and universities have exploited athletes for the
institutions' financial gain and deprived them of basic educational
opportunities that ought to be enjoyed by all students. At the same
time, Singer argues that sports do in fact offer genuine
educational opportunities and benefits for many of these athletes.
He is acutely attuned to the fact that these athletes love their
sports, and that their participation in these sports makes unique
educational experiences available to them. As Singer shows, to
understand the situation and to chart realistic, fruitful reform
measures requires a full appreciation of the complexity-indeed, of
the many competing and contradictory elements-that characterizes
intercollegiate sport and the experiences of Black athletes at the
present time. The book brings to the fore the voices, stories, and
perspectives of twelve Black male college athletes via a case study
of teammates from a big-time college football program and
individual reflective vignettes of athletes across several
different college programs. Through his analysis of the system and
his attention to student views and experiences, Singer crafts a
valuable, nuanced account and points in the direction of reforms
that would significantly improve the educational opportunities and
experiences of these athletes. At a time when collegiate sports
have attained unmistakable institutional value and generated
unprecedented financial returns-all while largely failing the
educational needs of its athletes-this book offers a clear,
detailed vision of the current situation and suggestions for a more
equitable way forward.
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