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Sleeter, Christine E. – Urban Education, 2017
This article uses three tenets of critical race theory to critique the common pattern of teacher education focusing on preparing predominantly White cohorts of teacher candidates for racially and ethnically diverse students. The tenet of interest convergence asks how White interests are served through incremental steps. The tenet of color…
Descriptors: Race, Critical Theory, Teacher Education, Student Diversity
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Naraian, Srikala; Oyler, Celia – Urban Education, 2014
As urban districts undertake special education reform initiatives to move toward inclusive schooling arrangements, educators are challenged to reflect critically on their practices to support greater participation of all students, including those with disabilities. The authors describe the narratives of three educators who participated in a…
Descriptors: Faculty Development, Urban Schools, School Districts, Special Education
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Costigan, Arthur T. – Urban Education, 2013
This article presents 7 years of qualitative research into the emerging understandings of a population of 456 beginning 7 to 12 urban teachers who supplied 130 participants who were enrolled in a total of 26 MSEd English Language Arts courses over 7 years. These were interviewed while teaching in urban schools focused primarily on testing and…
Descriptors: Aesthetic Education, Educational Change, Neoliberalism, Urban Teaching
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Dingus, Jeannine E. – Urban Education, 2008
Teacher mentoring in the era of educational reform is used to address teacher retention, teacher professionalism, and teacher leadership, particularly among teachers of color. This qualitative study examines mentoring networks of Black women teachers. Informed by a womanist framework, study findings point to culturally based orientations of…
Descriptors: Mentors, Women Faculty, Females, Teacher Persistence