Milton-Williams, T., & Bryan, N. (2021). Respecting a Cultural Continuum of Black Male Pedagogy: Exploring the Life History of a Black Male Middle School Teacher. Urban Education, 56(1), 32–60. Black male teachers tend to enact culturally relevant pedagogical practices that support the academic achievement, cultural competence, and critical consciousness… Continue Reading Respecting a Cultural Continuum of Black Male Pedagogy: Exploring the Life History of a Black Male Middle School Teacher
Teaching (T)
From “Problems” to “Vulnerable Resources:” Reconceptualizing Black Boys With and Without Disability Labels in U.S. Urban Schools
Proffitt, W. A. (2020). From “Problems” to “Vulnerable Resources:” Reconceptualizing Black Boys With and Without Disability Labels in U.S. Urban Schools. Urban Education. https://doi.org/10.1177/0042085920972164 In this article, I propose a critical, alternative framing of Black boys, asserting that Black boys are vulnerable resources rather than problems. Black boys are… Continue Reading From “Problems” to “Vulnerable Resources:” Reconceptualizing Black Boys With and Without Disability Labels in U.S. Urban Schools
Tangling With Race and Racism in Teacher Education: Designs for Counterstory-Based Parent Teacher Conferences
Goldin, S., Khasnabis, D., O’Connor, C., & Hearn, K. (2019). Tangling With Race and Racism in Teacher Education: Designs for Counterstory-Based Parent Teacher Conferences. Urban Education. https://doi.org/10.1177/0042085919894042 Our research is guided by the aim to use counterstories pedagogically in teacher education. We report on counterstory-based parent teacher conference simulations, where composite… Continue Reading Tangling With Race and Racism in Teacher Education: Designs for Counterstory-Based Parent Teacher Conferences