In the seminal work "But What Is Urban Education?" from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support…

Urban teacher residency (UTR) has been promoted as a promising model to prepare teachers for urban schools. In this review, we analyzed 56 peer-reviewed, empirical journal articles on UTRs published between 2010 and 2020, following the PRISMA guidelines. While this literature suggested UTRs' potentials to recruiting and retaining diverse urban…

Using Critical Race Theory (CRT) as a guiding conceptual framework, this qualitative study examines black students' and parents' perceptions of school discipline and its impact on academic achievement. The findings support the notion that out-of-school suspension has a negative impact on the academic achievement of African American students and…

In this manuscript, we recognize that young children learn stories that propagate white supremacist narratives through selective traditions of early childhood curriculum. The role of early childhood teachers, therefore, is to critically examine curriculum for biases, omissions, and distortions, as well as to rewrite curriculum to tell accurate…

Urban schools are becoming increasingly linguistically diverse. However, principals are not adequately prepared to address linguistic variation, and in particular, issues related to African American Language (AAL). This study explores the language ideological voices of urban school administrators. Focus group sessions were conducted with 15…

The purpose of this literature review was to examine how language is used to describe and advance culturally-based pedagogy to critically reflect on the language employed in teacher education research. Our intent was to understand the terminology that has moved conversations of equity, diversity, and cultural ways of knowing to the center of urban…

Persistent educational inequity for immigrant and refugee students and their families calls for instructional practices centering on access, quality, and social justice. Drawing on two qualitative case studies, this article examines how three U.S. urban school teachers attended to the systemic inequalities and unique challenges confronting…

Immigration policies and deportations have negatively impacted not only undocumented immigrant students and their families, but also their teachers, administrators, counselors, and other community members. Drawing on Freire's (1970) concept of "praxis," and on critical-ecological educational approaches (da Silva Iddings, 2017), we…

It has been 50 years since magnet schools were first used to address segregation in public schools. The context of magnet schools has changed dramatically during this time, raising questions about the role of magnet schools in a modern context. This study utilized data from a large urban district with more than 100 magnet schools to assess…

Social studies has been lagging in the race to gain classroom instructional time due to the impact of high-stakes testing in urban schools. Furthermore, social studies can be particularly uninteresting to Black students whose diverse sociocultural histories and perspectives remain diminished or absent. Therefore, this paper advances curricular and…

In this article, we recount our experiences learning from and with Latinx children of immigrants in urban schools. Highlighting how insights gleaned from our respective ethnographic projects have led us to embrace more explicit commitments to participatory engagement, we consider how young people's perspectives can and should fundamentally shift…

We study the role of Hip-Hop teaching artists in a school change initiative. A school-university-community partnership in a Canadian city, the project sought to develop a school-wide focus on the "urban arts" for student learning and wellbeing. The experiences of nine teaching artists over four years, examined through the lens of…

This study examined how the concept of social justice was operationalized in the university coursework of students enrolled in an urban teacher residency program that aims to diversify the teaching corps and prepare secondary STEM teachers for urban classroom environments. Based on analysis of 39 syllabi and interviews with nine faculty members,…

The purpose of this research was to examine the disconnect between urban school expectations and actual lived realities of marginalized students. Taking into consideration the conversation surrounding the definitions of urban education, and the importance of school connectedness with youth, we chose to focus on the lives of five former high…

Diversity in cultures, languages and identities is a valuable resource in urban education. There is empirical evidence to support this assertion in the existing literature on "funds of knowledge" and "funds of identity." However, the main focus of such research is on the tacit knowledge, skills, and resources that students--and…