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Direct linkKucan, Linda; Cho, Byeong-Young – Urban Education, 2022
This case study describes how culturally relevant pedagogy can be used in disciplinary rigorous ways in an urban middle school history classroom. The focus is on a unit about the Johnstown Flood of 1889, which provided a setting for teaching about the event as well as the historical thinking practices of contextualizing, sourcing, and…
Descriptors: Culturally Relevant Education, History Instruction, Thinking Skills, Urban Education
Wright, Christopher G. – Urban Education, 2019
This exploratory design experiment investigates Black male youth's participation in a science-learning environment designed to conceptualize the practice of critique as improvisational performance. The research highlights the young men's deployment of a linguistic practice, signifying, used to co-construct and enact the practice of collaborative…
Descriptors: Cooperative Learning, Creative Activities, African American Students, Males
Compton-Lilly, Catherine – Urban Education, 2020
This article reveals inequity as a longitudinal construction involving the cumulation of micro/macroaggressions for children who live in high-poverty communities and attend poorly funded schools. Drawing on critical race theory and empirical research that documents forms of micro/macroaggression, a longitudinal analysis is used to identify forms…
Descriptors: Aggression, Poverty, Disadvantaged Schools, Longitudinal Studies
