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Articles 1 - 7 of 7
Full-Text Articles in Urban Education
Stories Of Social Transformation And Resistance: A Narrative Inquiry Into The Culturally Sustaining Practices Of Teachers Of Color, Daniel E. Hernandez
Stories Of Social Transformation And Resistance: A Narrative Inquiry Into The Culturally Sustaining Practices Of Teachers Of Color, Daniel E. Hernandez
Theses and Dissertations
In the United States, persistent inequities in schooling have intensified the need for asset-based frameworks, such as culturally sustaining pedagogies (CSP), to support students from communities that have been historically racialized and minoritized. At the same time, growing political and social resistance to practices of diversity, equity, and inclusion (DEI) has created barriers for schools and teachers seeking to implement culturally responsive approaches to teaching and learning. Using narrative inquiry, this dissertation explores the stories of three culturally sustaining teachers of color to understand how they enact resistance and pursue social transformation in their classrooms and schools. Through an examination …
Enhancing Democracy Through P-20 School-University Partnerships In Teacher Education: Implications For Educational Leaders, Rebecca West Burns
Enhancing Democracy Through P-20 School-University Partnerships In Teacher Education: Implications For Educational Leaders, Rebecca West Burns
Democracy & Education
The purpose of this paper is to share how schools and universities can partner intentionally through Professional Development Schools to enhance democracy by answering the questions: (1) What is it about Professional Development Schools, as robust school-university partnerships, that give voice to teachers to enhance democracy, particularly in a high-stakes accountability climate? and (2) How can schools and universities create robust partnerships to empower teachers’ voices in a high-stakes accountability climate? The paper argues that educational leaders in schools and universities must change their mindset and their practice to form partnerships in ways that rethink teacher preparation, induction, and professional …
A Call To Serve: Novice Urban Catholic School Teachers' Sense Of Purpose In Life, Compassion, Faith, And Justice, Ella Anghel, Kierstin M. Giunco, Audrey A. Friedman, Myra Rosen-Reynoso, Charles T. Cownie Iii, Cristina J. Hunter
A Call To Serve: Novice Urban Catholic School Teachers' Sense Of Purpose In Life, Compassion, Faith, And Justice, Ella Anghel, Kierstin M. Giunco, Audrey A. Friedman, Myra Rosen-Reynoso, Charles T. Cownie Iii, Cristina J. Hunter
Journal of Catholic Education
Educators are instrumental in nurturing students’ sense of purpose, particularly in urban schools. Consequently, these educators must not only have a strong sense of purpose but also possess other key virtues. This mixed-methods study explores these virtues among a group of 30 urban Catholic school teachers. They responded to scales measuring purpose, compassion, faith, moral development and agency, and completed a modified Youth Purpose Interview online. Scores were compared to those of the original samples upon which these scales were validated as they were also emerging adults. Participants scored significantly higher on almost all scales than the original samples. These …
Remote Portals: Enacting Black Feminisms And Humanization To Disrupt Isolation In Teacher Education, Mildred Boveda, Keisha M. Allen
Remote Portals: Enacting Black Feminisms And Humanization To Disrupt Isolation In Teacher Education, Mildred Boveda, Keisha M. Allen
Occasional Paper Series
As two Black women teacher educators who contend with the neoliberal expectations of the westernized academy and the material realities of preparing teachers for P-12 contexts, we face the pressures of performing productivity while attempting to ameliorate injustices for multiply-marginalized students (e.g., Black students with disabilities facing economic hardships). Working within predominantly white spaces, we were already socially and intellectually isolated prior to the 2020 pandemic. In this collaborative essay, we articulate how COVID-19 exasperated existing educational and social inequities, yet served as a portal to collective sense-making of our heightened intersectional consciousness, sense of duty to community, and enactments …
Disrupting The Tourist Paradigm In Teacher Education: The Urban Art Classroom As A Globalized Site Of Travel, Transience, And Transaction, Justin P. Sutters
Disrupting The Tourist Paradigm In Teacher Education: The Urban Art Classroom As A Globalized Site Of Travel, Transience, And Transaction, Justin P. Sutters
Journal of Social Theory in Art Education
Employing Bauman’s scholarship on globalization, the author theorizes teacher candidates as tourists in order to critically examine current field observation practices in art education. The study follows preservice students as they participate in collecting narratives during field observations in an urban/inner-city school. The visual representations of their experiences are analyzed to isolate and address emergent themes that reveal the consumerist nature of field practices through instances of (trans)action. Recent national studies give credence to the shifting landscape of public education in the United States and the author suggests that the changing demographics of both teachers and students necessitate a reconceptualization …
Reflecting Together On Race, Privilege, And Teaching: Why Bank Street Needs Stronger Commitment To Teacher Education In Social Justice, Guiliana De Grazia, Molly Raik
Reflecting Together On Race, Privilege, And Teaching: Why Bank Street Needs Stronger Commitment To Teacher Education In Social Justice, Guiliana De Grazia, Molly Raik
Graduate Student Independent Studies
This project explores the need for high quality teacher training in social justice education and the current program in early childhood education at Bank Street College.
Teach Next Year – Curriculum & Instruction Department, Lisa M. Gonsalves, Alicia Savannah
Teach Next Year – Curriculum & Instruction Department, Lisa M. Gonsalves, Alicia Savannah
Office of Community Partnerships Posters
The NOYCE Phase II project aimed “to increase the number of highly qualified STEM graduates entering the teaching profession, to prepare those teachers to be able to teach a wide range of urban students, and to build a continuum of teacher development for those teachers in their early teaching careers.” A report contained commendations and recommendations for the UMASS Boston TNY Program, based on analysis of data collected from the 2013 EOY survey that addressed the five NOYCE Phase II goals, and the Commonwealth of Massachusetts Competency Standards for teachers.