In this essay, Eve Tuck and Sefanit Habtom consider three contemporary conversations in the field of urban education: Urban education takes place on Indigenous land; diversity is not it, and social movements do more than we can know at a given time. Tuck imagines these may have been conversations that her mentor, Jean Anyon, would be writing,…

Background/Context: Over the last 60 years, U.S. Latinxs have become the largest minoritized ethnic groups in the United States and U.S. schools, and despite progress and investments attained through activism in the streets, in the courtroom, in policy, and in research, schools chronically underserve Latinx youth, and they are as undereducated and…

Background/Context: For over three decades, Jean Anyon produced scholarship that revealed the deep-structural causes of educational inequality. Anyon's work in political economy includes a racial analytic; she argues that access to education does not reduce economic disparities in urban communities of color, and that schools in poor and…

Context: This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools. Research Question: How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an…

Background/Context: Culturally relevant education (CRE) is a powerful tool for improving students' educational experiences and outcomes. Yet CRE is not the norm in U.S. public education systems (Achinstein & Ogawa, 2011, 2012; Borrero et al., 2016; Coffey & Farinde-Wu, 2016), perhaps because teachers are socialized into systems that…