In this study, I explore the role of the "small schools" context on the development and learning of two first-year urban high school teachers with respect to equity-focused teaching. Analysis points to specific ways in which the small schools context fostered teaching for social justice: strong student-teacher relationships, interdisciplinary…

Within a two-year mixed method action research study, two cohorts of White senior preservice Art Educators reflected on anti-racist and anti-classist course materials and attended field experiences within urban schools. A majority of both cohorts identified systemic racism within social systems and language after engaging in course materials.…

This study examines the impact of a course that focused on social equity teaching, and particularly, teachers' attitudes toward the capacities of students in culturally nondominant communities. Findings from surveys and written documents reveal that course participants were better able to recognize students' inherent abilities and knowledge…

Using an ethnographic approach the study describes the curricula that veteran urban high school special educators use in self-contained special education classrooms with majority Blacks and Latinos. The findings show that the teachers routinely exposed students to elementary level curricula and to material that was rife with racist images of…