Urban Education

Super 6 Urban Education Fundamentals

Resisters, Rejectors, and Ridas: How to make urban schools work for disengaged students and critically conscious teachers

Why Black and Latino males do not want to go into teaching and what to do about it

What is a high quality education for urban students? Education for liberation: Education as the practice of freedom

Rethinking the 20th Century position claiming urban schools are failing

Urban schools don’t need fixing: We can’t call schools designed to fail “broken”

The gap within the achievement gap

Too much school, too little education–Why school is the enemy for urban students and what to do about it

An Anti-colonial Framework for Urban Teacher Preparation

The Rub, the Crux, & the Onus Why cultural minorities resist school engagement & what to do about it

Civil Rights Generation vs. Hip Hop Generation: Considering Black youth identity and the promise of hip hop culture

Afro-centric vs, Ghetto-centric: Advancing hip hop educational approaches to foster student engagement in schools and neighborhoods

Appendices Civil Rights Generation vs. Hip Hop Generation

Teaching for social justice: Education for liberation

THUG LIFE Pedagogy: Engaging disaffected urban students

Hip Hop-Based Education: Early childhood and elementary education

Gangstas, Thugs, and Hustlas: Identity and the code of the street in rap music

Culturally Sustaining Pedagogy: Advancing culturally relevant teaching

Education as a political act for urban students: Countering the colonial character of today’s education of “neo-indigenous” urban students through a critical pedagogy

Urban school reform is really about land development, not schools or reform

Validating the experiences of urban students: A Pedagogy of Recognition

National and International Responses: What’s a quality education for urban students