I examine how three elementary-level preservice teachers of Color cultivated their asset-, equity-, and justice-oriented pedagogical learning and identities through multilayered community-engaged tasks. Systemic and structured support from multiple stakeholders played a critical role in helping the preservice teachers of Color to promote and…

Funds of Knowledge (FK), Community Cultural Wealth (CCW), and Bourdieu's analysis of capital (BAC) have each been applied in powerful ways to address complex issues of urban education; however, the overlaps and tensions between them have been largely underexplored. When brought together, these three economic metaphors--funds, wealth,…

Using critical race structuralism (CRS), a new contribution, as well as primary and secondary data, this article explores the role of science in teaching social justice issues in urban education. In the United States, a teaching workforce, which is predominately White, middle class, and female, intersects with an increasingly diverse student…

The research reported on in this article investigates a question that continues to perplex educators: How might a carefully designed course that provides opportunities for changes in participants' learning and practices be used in the preparation of the next generation of scholars/practitioners as equity-minded agents of change? Data analyzed from…

Using data from a participatory ethnography of an urban high school slated for closure, this article examines the impact of comprehensive transformation on the university-school partnership's goal to change from a culture of underachievement and negativity toward a culture of collaboration and excellence. We explore these question/s: How do…

The study tests the proposition that pedagogical orientations foster domain-specific teacher dispositions. Nineteen preservice teachers in an urban teacher certification program emphasizing culturally relevant teaching (CRT) were interviewed at the completion of all coursework and teaching experiences in diverse, urban classrooms. Dispositional…

This article presents the results of a mixed-methods study that examined how state policy requiring the use of high-stakes teacher performance assessments (TPAs) affected candidates enrolled in urban teacher preparation programs in the Midwest. The data reveal that despite institutional pass rates above the national average, the edTPA process…

Teachers who attended urban schools as students are uniquely positioned to understand both the structural context that urban schools operate within and the many funds of knowledge that urban students bring to school. The purpose of this study is to examine the funds of knowledge that individuals who have been students in urban schools and now wish…

The effects of professional teacher dispositions on student development have been widely documented. Yet there is limited discussion of the impact of socially just dispositions. The present study critically examines the relationship between justice-oriented mind-sets in preservice teachers and their perceptions of teaching in urban schools. Using…

Postsecondary institutions of education, similar to the broader society in which they are embedded, are steeped in and further trans* oppression. In addition, the knowledge produced at these institutions is inflected with trans* oppression, and continues to reify the notion that trans* lives and experiences are abject, abnormal, unintelligible,…

Although several studies highlight the integration of hip-hop-based education (HHBE) into teacher education workshops and coursework, little is known about the use of HHBE by the teachers and teacher candidates who take part in these learning experiences. Toward such a contribution, this study examines how teacher candidates proposed to integrate…

William Banks' 1984 article "Afro-American Scholars in the University" situated Black faculty at predominantly White institutions in a milieu noting the uses and misuses of Black scholars, constituencies in conflict, the range of responses from Black scholars, and the standards and realities for their advancement in academia. Banks…

This article focuses on some languaging that occurred during a race event within a literacy lesson involving a racially White, female adult and a racially Black, male child. I analyze an excerpt from this race event, illustrating an approach to race analysis which might be useful to the field of urban education. I ask, "What is the racial…

Annually, thousands of U.S. students fail high school introductory biology. The language demands of biology are large, and science teachers are often unprepared to support students' language needs. Here, we describe a 4-week summer high school introductory biology course executed in a large West Coast city. Our aim was to help 33 students recover…

The author draws from critical Whiteness studies and the sociological imagination to show how three White preservice teachers in an urban education program used personal experiences with racial privilege to understand structural racism. These stories depart from portrayals of race-evasive White teachers who struggle to engage with critical…