This article focuses on the ways the authors incorporate a transformational resistance framework in their ninth-grade ethnic studies curriculum. While literature on transformational resistance often highlights external forms of resistance, there is a need to examine the internal transformation youth experience when engaging in resistance. The…

Student perpetrated violence against teachers is widespread, yet few studies differentiate teacher experiences of violence by school level (i.e., elementary, middle, and high school). This study, based upon 2,558 pre-kindergarten through 12th grade teacher survey responses, revealed differences in types of student aggression against teachers by…

The Finnish comprehensive school system is regularly referred to as a uniform and "no-tracking". In this article, we show with novel urban case data in Finland that school performance differed significantly between schools, most strikingly between school classes, and was connected to the school's selectiveness in pupil admission. A…

This paper presents the voices of thirteen pre- and in-service teachers to showcase their perspectives of culturally relevant pedagogy as a teaching framework. Positionality, critical consciousness, and cultural assets are used as foundations to explore social justice pedagogy. These new teachers discuss the challenges they face in making the…

Using input and outcome data from a randomized study of dual-language immersion programs in an urban district, we examine the mediating relationships of dosage, expenditures, and classroom characteristics to students' academic performance, and the moderating role of students' race/ethnicity. Differential costs of immersion were concentrated at the…

In this article, I consider the emergence of the term Asian American as a political and racial identifier in the United States in the 1960s and 1970s and survey the meanings that are associated with the term today. Through the analysis of in-depth interviews, I examine how Asian American prospective teachers, who were enrolled in a master's and…

A growing body of teacher identity-based research has begun to embrace that the development of self-understanding about being a teacher is critical to learning how to teach. Construction of a professional teacher identity requires much more beyond mere content, skills and a foundational pedagogy. It also includes an intersection of the personal…

Growing up in an inner city environment can inhibit healthy development and have detrimental consequences for children and adolescents such as increased risks for many social and psychological problems. This article explores the role of community arts centers in fostering resilience among youth living in the inner city. A review of the literature…

Ethnic, inner city, urban. What do these terms mean in education? The author is a teacher educator who studies how people use language to talk about race. One word that she has examined over the past five years is "urban". A quick look in the dictionary, and there is no surprise: Urban means related to the city, characteristic of a city or city…

Past studies have shown positive correlations between the arts and academic achievement when the arts were integrated into the literature curriculum. Other studies have shown positive associations between the arts and other areas of the curriculum, such as mathematics and science. Considering the Theory of Change, which employs understandings in…

This article takes as a starting point the segregation of urban areas and discusses schooling in the neighbourhoods typically associated with problems and challenges, in order to explore young people's responses to their schooling and social positions. Such responses include individual acts, such as rejecting further schooling or dismissing the…

Based on data collected from a year-and-a-half-long qualitative research project, this case study examines the early college experiences and identity negotiations of one urban-schooled Latino participant as he navigated a predominately White state university in his hometown. Recognizing the university as a figured world, this study highlights two…

This study is a qualitative enquiry into cultural background variables--social support, values, race/ethnicity and economic means--in the process of dance talent development. Seven urban dance students in pre-vocational training, aged 15-19, participated in semi-structured interviews. Interviews were inductively analysed using QSR International…

Education research literature is rife with images of pre- and in-service teachers in urban settings. Entire publications are grounded in the study of this population (see Journal of Urban Education, Education and Urban Society, The Urban Review, Perspectives on Urban Education, The National Journal of Urban Education, and Rethinking Schools). In…

Drawing on interviews with 17 educators, 9 Black, and 8 White, as well as observations of classes and staff meetings at a segregated urban high school, this essay examines the ways teacher race impacts their professional work and suggests that racial experiences are far more complex than has been recognized in the literature on race and teaching.…