Advocating for the advancement of hip-hop based education, critical qualitative research, and leadership for educational equity, I explain a theory of hip-hop educational leadership and discuss findings from my hip-hopography of hip-hop educational leaders who are spoken word artists, poets, rappers, or emcees and serve as community partners…

This article highlights the ways justice-oriented activist teachers of Color nurture themselves professionally through their involvement in critical professional development through activist teacher networks. This study conducted narrative inquiries of 26 activist teachers of Color across the United States. The counter-stories told by the teachers…

There is a paucity of conceptual scholarship on community teacher development initiatives that prepare community members to become teachers and are designed to shift power relations in teacher development systems. Community teacher development initiatives designed as equity and justice programs committed to broadening community members' access to…

Many teacher activists engage in justice-oriented work within and outside their classrooms, yet the work of mathematics teacher activists has been understudied. In this qualitative interview study, I investigated ten women of Color mathematics teacher activists' actualization of their organizing work, which includes the creation of and…

Drawing from data from a multicase study, I examined how teachers teach current racial violence and for racial justice in rural school spaces in the U.S. South. Using abolitionist teaching and trauma-informed pedagogy as theoretical lenses, I argue that racial violence and racial justice can be taught well even in schools in complex political,…

Urban charter schools targeting Black communities struggle to recruit Black teachers and even more to retain them. At the same time that scholarship has begun to recenter Black and Brown teachers' lives, the narrated perspectives of Black women teachers are often drowned out in urban educational reform's Hollywoodization. In this article, we story…

This qualitative study explored how 18 educators, participating on inquiry teams designed to counter persistent inequities among minoritized students, described culturally responsive pedagogy and practice compared to antiracist or anti-oppressive pedagogy. Results showed how the phrase "culturally responsive" led educators to emphasize…

In this critical theoretical conceptualization situated in Disability Critical Race Theory (Annamma, Connor, & Ferri, 2013), we identify the current education system as a series of dysfunctional education ecologies. We next analyze how dysfunctional education ecologies are maintained through implicit bias, consider how these biases may impact…

The challenge of the COVID-19 pandemic exposed many of the nation's vulnerabilities--health care, economic, climate, and educational disparities--and put us all on alert. While many are scrambling for solutions to return to school in safe ways, this article speaks to the need to fundamentally rethink education and consider the pandemic as an…

In this essay, the authors challenge the myth of political neutrality in teaching and emphasize the urgent need for teachers to imagine and enact liberatory pedagogical praxis that sensitively responds to the nation's divisive political climate. They point to U.S. political shifts and changing federal policies in education as catalysts for the…

Using critical discourse analysis, this study assesses reader comments to newspaper articles on the "Fisher v. University of Texas at Austin" Supreme Court case. The Fisher case challenges the consideration of race in the college admissions process at UT. Findings show that this racial equity practice was framed as being antithetical to…

From Latinas' locations in the margins of academe and society emerges a unique set of challenges complicated by racism, sexism, and classism. One form of resistance to these multiple marginalities involves drawing upon and (re)telling one's lived experience to expose oppression and systemic violence. "Testimonio" is a conceptual and methodological…

We investigated how community ethnography as a pedagogy approach to STEM-rich making supported youth makers from two low-income urban communities engaged in sustained STEM-rich making towards making a difference in their communities. Data is drawn from two-year long ethnographic data across two community-based, youth making programs. We highlight…

Given persisting patterns of racial, ethnic, and class re-segregation, this study considers opportunities that high school-aged youth have to cross these divides. What critical learning might occur? What can educators learn from student reflections toward providing opportunities, experiences, or structures to challenge the status quo? In…

This article explores the benefits of verbal conflicts--contested storied spaces--in a Native American literature classroom composed of a multi-tribal and multicultural urban student body. Students in this course engage in whole-class verbal discussions focusing on contemporary and historical issues concerning Native American tribes and…