Presented are three short stories describing the ways a community of Native youth, families, and educators in an urban Indigenous education program collectively generated three Native feminist texts--a T-shirt design for a youth group, a design embedded into the floor of a Native Youth Center, and the walls of the center. This article illustrates…

Traces the history of the author's evolution into a successful teacher of English in an urban setting. (DD)

Teachers of remedial urban students must make them aware that they create their own valid order and meaning through language. (DD)

Three high school teachers describe how they changed their approaches to the teaching of composition. (DD)

Shows how the advantages of ghetto living may be used in teaching communication and composition. (DD)

Describes a high school elective course. (DD)

Applied mainly to low achievers, the writing and reading program formulated by this teacher was based on a personal approach aimed toward inculcating the habit of thinking. (MM)

Describes a fifteen-week elective course for juniors. (DD)

A Five-Point Program for teaching English in the inner city... based on the real needs of the Black ghetto student. (Author)

Describes teaching "Useful Grammar" to inner-city middle school children in Jackson, Mississippi. Discusses key elements of Useful Grammar: identifying and focusing on grammatical structures; relying on knowledge already possessed; inventing more memorable nomenclature; devising lesson plans and hands-on activities; and having students practice…

Discusses the attitudes of high school teachers and students toward "Urban English" and describes the advantages of an exchange of letters between students and their teachers. (DD)

Uses the form of an original three-act drama to sketch the dilemmas of educational reform. Highlights the experiences of a teacher struggling to reform language arts instruction and assessment in a traditional urban high school. (SR)

Argues that teaching video production techniques in high-school English classes achieves the goals of language arts proficiency, media literacy, and student self-realization. Discusses preproduction; information search; script and storyboard; writing activities; oral communication activities; teamwork; aesthetic judgment; media literacy; affective…