Charlotte Journals
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Subversive Scholarship: Exploring Fugitive Pedagogy at a Historically Black College and University in Texas. Do We Do it?
Get PDFPre-service teacher curriculum represents the complex interplay between governance and teacher education. Current mandates for teacher certification include stricter certification and licensing provisions. Prioritizing cultural relevance and Black empowerment, HBCUs have a history of resisting oppressive societal attitudes and systems. Likewise, their teacher preparation courses offer Black preservice teachers the opportunity to practice their legacy of fugitive pedagogy openly and systematically. Nevertheless, they are required to confront their past accomplishments while adhering to state-sanctioned regulations on imparting educators with “official teacher knowledge” for certification. Using a conceptual framework that integrates official knowledge and fugitive pedagogy through the lens of governmentality, this chapter conducted a content analysis between the one course within a teacher preparation program at a Historically Black College and University (HBCU) in Texas against standards of official knowledge provided by Texas Education Agency (TEA). The results suggest that HBCUs maintains their distinctive educational mission despite state control and regulation, albeit not fully. Accordingly, recommendations for further study and practice are provided
Mathematics & Science Achievement in Texas Urban Schools: A Multilevel Multinomial Logistic Regression Analysis
Get PDFIn Texas urban schools, there has been a persistent gap in academic performance in mathematics and science. Discussions about student performance often overlook sociocultural factors contributing to these disparities. This study examines mathematics and science achievement in Texas urban schools using a multilevel multinomial logistic regression analysis and the conceptual framework of the opportunity gap. Data from the Texas Education Agency for the 2018-2019 school year was analyzed to examine relationships between student achievement and within- and between-school characteristics. The findings reveal significant disparities in science achievement (i.e., Biology) and mathematics achievement (i.e., Algebra I). Female students outperform males in Algebra I but underperform in Biology. Students eligible for free or reduced lunch (FRL) consistently underperform in both subjects. Course tracking also plays a critical role, with students on accelerated tracks showing higher achievement, while those in off-track courses are more likely to underperform. School-level factors, such as the proportion of FRL-eligible, Black, or Latinx students, further contribute to lower achievement outcomes across mathematics and science. These results highlight the need for targeted interventions, equitable resource allocation, and culturally responsive teaching practices to address persistent achievement gaps in urban education settings
Epilogue: Where Do We Go from Here?
Get PDFThis epilogue reflects on the collective contributions of the articles in this special issue, which interrogate critical facets of educational equity in urban contexts across the southern United States. Together, the studies illuminate both persistent structural challenges and emergent, promising practices that shape the educational experiences of students of color. By centering teacher diversity, lived experience, and systemic barriers, the research offers a comprehensive, top-down analysis of urban education and proposes pathways for advancing equity through transformative policy and practice
Book Review "Critical Faith: What It Is, What It Isn\u27t & Why It Matters" Fortress Press, 2024.
Get PDFTeachers’ Grouping Strategies: Implications for Equity
Get PDFIn this article, we invite readers to reflect on their strategies for equitably organizing students for small-group work. We do so by sharing the results of an interview-based study of the ways in which a group of secondary mathematics teachers, working in an urban school district in which racial equity was an explicit focus, described equitable approaches to arranging students for small-group work. We share the grouping strategies that teachers described, and consider implications of those strategies for different dimensions of equity in the classroom
Experiencing Multilingualism in the Math Classroom: A Conversation Starter with Teacher Candidates
Get PDFThis article invites readers into an abbreviated version of the “Experiencing Multilingualism in the Mathematics Classroom” (EMMC) activity as they read about teacher candidates’ responses and reflections. The EMMC activity was designed as a conversation starter for teacher candidates to build their awareness and help them consider how to support emerging multilingual students in the mathematics classroom, including sensory, graphic, and interactive support strategies. Our teacher candidates’ reflections demonstrate the importance of building awareness and understanding of linguistic diversity in the mathematics classroom. They also suggest the need for more conversations and supports for teacher candidates to move beyond awareness
Translanguaging and the Mathematics Classroom
Get PDFUnderstanding how students use language is important for mathematics teachers, particularly when considering how best to teach mathematics with bilingual students. Translanguaging is a theory that provides a useful lens for understanding the language use of bilingual students. In this article, we share our perspectives on translanguaging and how this perspective might impact our instruction with bilingual students
Configuring the “Contemporary” in Indian Dance Through the Development Discourse: The Influence of Max Mueller Bhavan’s 1984 “East-West Dance Encounter”
Get PDFArushi Singh questions the politics behind the institutional coinage of the \u27contemporary\u27 in the Indian context. Evaluating the discursive and aesthetic negotiations across institutions and nationalities, Singh presents a critical discussion of a historically situated phenomenon
Hypnagogia (Film)
Get PDFIn this film, the tenacity and breaking-point of the human body are investigated in practice and performance
Call for Papers: South Asian Dance Intersections 4.0
Get PDFCall for Papers for the next edition, the last one to be led by founding Editor-in-Chief, Dr. Arshiya Sethi