Subjects -> ESTATE, HOUSING AND URBAN PLANNING (Total: 304 journals)
    - CLEANING AND DYEING (1 journals)
    - ESTATE, HOUSING AND URBAN PLANNING (237 journals)
    - FIRE PREVENTION (13 journals)
    - HEATING, PLUMBING AND REFRIGERATION (6 journals)
    - HOME ECONOMICS (9 journals)
    - INTERIOR DESIGN AND DECORATION (21 journals)
    - REAL ESTATE (17 journals)

ESTATE, HOUSING AND URBAN PLANNING (237 journals)                  1 2     

Showing 1 - 97 of 97 Journals sorted by number of followers
Urban Studies     Hybrid Journal   (Followers: 76)
International Journal of Urban and Regional Research     Hybrid Journal   (Followers: 49)
City & Community     Hybrid Journal   (Followers: 43)
Urban Geography     Hybrid Journal   (Followers: 36)
Housing Studies     Hybrid Journal   (Followers: 34)
Urban, Planning and Transport Research     Open Access   (Followers: 34)
Journal of Transport and Land Use     Open Access   (Followers: 29)
Applied Ecology and Environmental Sciences     Open Access   (Followers: 29)
European Urban and Regional Studies     Hybrid Journal   (Followers: 28)
Journal of Urbanism: International Research on Placemaking and Urban Sustainability     Hybrid Journal   (Followers: 27)
European Planning Studies     Hybrid Journal   (Followers: 25)
Journal of Urban Affairs     Hybrid Journal   (Followers: 25)
Journal of Sustainable Development     Open Access   (Followers: 25)
International Journal of Conflict and Violence     Open Access   (Followers: 25)
Journal of Urban Design     Hybrid Journal   (Followers: 23)
Interiors : Design, Architecture and Culture     Hybrid Journal   (Followers: 22)
Journal of Architecture and Urbanism     Open Access   (Followers: 22)
Journal of Rural Studies     Hybrid Journal   (Followers: 21)
Housing, Theory and Society     Hybrid Journal   (Followers: 21)
Architecture and Urban Planning     Open Access   (Followers: 21)
Disasters     Hybrid Journal   (Followers: 20)
Urban Studies Research     Open Access   (Followers: 20)
Housing Policy Debate     Hybrid Journal   (Followers: 20)
Cities and the Environment (CATE)     Open Access   (Followers: 20)
The Urban Review     Hybrid Journal   (Followers: 19)
Urban Affairs Review     Hybrid Journal   (Followers: 19)
International Journal of Housing Policy     Hybrid Journal   (Followers: 18)
The Journal of Real Estate Finance and Economics     Hybrid Journal   (Followers: 18)
Landscape History     Hybrid Journal   (Followers: 17)
Urban Policy and Research     Hybrid Journal   (Followers: 16)
Journal of Urban Cultural Studies     Hybrid Journal   (Followers: 16)
City, Territory and Architecture     Open Access   (Followers: 16)
Current Urban Studies     Open Access   (Followers: 16)
International Journal of Urban Sustainable Development     Hybrid Journal   (Followers: 15)
Civil and Environmental Research     Open Access   (Followers: 14)
International Journal of Sustainable Building Technology and Urban Development     Hybrid Journal   (Followers: 14)
Urban Planning and Design Research     Open Access   (Followers: 14)
Urban Ecosystems     Hybrid Journal   (Followers: 13)
Landscape Journal : design, planning, and management of the land     Full-text available via subscription   (Followers: 13)
Land Economics     Full-text available via subscription   (Followers: 13)
International Journal of Community Development     Open Access   (Followers: 13)
Journal of Housing Research     Hybrid Journal   (Followers: 13)
Journal of Urban Health     Hybrid Journal   (Followers: 12)
URBAN DESIGN International     Hybrid Journal   (Followers: 12)
Journal of Accessibility and Design for All     Open Access   (Followers: 12)
Journal of Architecture, Planning and Construction Management     Open Access   (Followers: 12)
Housing, Care and Support     Hybrid Journal   (Followers: 11)
Proceedings of the Institution of Civil Engineers - Urban Design and Planning     Hybrid Journal   (Followers: 11)
Environnement Urbain / Urban Environment     Open Access   (Followers: 11)
International Journal of Housing Markets and Analysis     Hybrid Journal   (Followers: 11)
Journal of Land and Rural Studies     Hybrid Journal   (Followers: 11)
Town Planning and Architecture     Open Access   (Followers: 10)
Cityscape     Full-text available via subscription   (Followers: 10)
International Journal of Urban Sciences     Hybrid Journal   (Followers: 10)
Town and Regional Planning     Open Access   (Followers: 10)
Journal of Building Construction and Planning Research     Open Access   (Followers: 10)
European Spatial Research and Policy     Open Access   (Followers: 9)
Smart and Sustainable Built Environment     Hybrid Journal   (Followers: 9)
Critical Planning     Open Access   (Followers: 9)
Environment, Space, Place     Full-text available via subscription   (Followers: 9)
Journal of Cultural Heritage Management and Sustainable Development     Hybrid Journal   (Followers: 8)
Journal of Financial Management of Property and Construction     Hybrid Journal   (Followers: 8)
Journal of Borderlands Studies     Hybrid Journal   (Followers: 8)
Journal of Environmental Engineering and Landscape Management     Open Access   (Followers: 8)
Journal of architecture&ENVIRONMENT     Open Access   (Followers: 8)
Town Planning Review     Hybrid Journal   (Followers: 7)
Arboricultural Journal : The International Journal of Urban Forestry     Hybrid Journal   (Followers: 7)
Future Cities and Environment     Open Access   (Followers: 7)
Urban Planning     Open Access   (Followers: 7)
Cities People Places : An International Journal on Urban Environments     Open Access   (Followers: 7)
Urban Forum     Hybrid Journal   (Followers: 6)
Articulo - Journal of Urban Research     Open Access   (Followers: 6)
Apuntes : Revista de Estudios sobre Patrimonio Cultural - Journal of Cultural Heritage Studies     Open Access   (Followers: 6)
Ambiances     Open Access   (Followers: 6)
Rural Landscapes : Society, Environment, History     Open Access   (Followers: 6)
Journal of Urban Ecology     Open Access   (Followers: 6)
International Journal of the Built Environment and Asset Management     Hybrid Journal   (Followers: 5)
Journal of European Real Estate Research     Hybrid Journal   (Followers: 5)
Estudios Demográficos y Urbanos     Open Access   (Followers: 5)
Research in Urbanism Series     Open Access   (Followers: 5)
Journal of Urban and Environmental Engineering     Open Access   (Followers: 5)
Geoplanning : Journal of Geomatics and Planning     Open Access   (Followers: 5)
Baltic Journal of Real Estate Economics and Construction Management     Open Access   (Followers: 5)
UPLanD - Journal of Urban Planning, Landscape & environmental Design     Open Access   (Followers: 5)
Journal of Land Use Science     Hybrid Journal   (Followers: 4)
International Journal of Strategic Property Management     Open Access   (Followers: 4)
Journal of Agriculture and Rural Development in the Tropics and Subtropics     Open Access   (Followers: 4)
Seoul Journal of Korean Studies     Full-text available via subscription   (Followers: 4)
Bhumi : The Planning Research Journal     Open Access   (Followers: 4)
International Journal of Human Capital in Urban Management     Open Access   (Followers: 4)
Rural Society     Hybrid Journal   (Followers: 3)
Change Over Time     Full-text available via subscription   (Followers: 3)
Urban Land     Free   (Followers: 3)
Il Capitale Culturale. Studies on the Value of Cultural Heritage     Open Access   (Followers: 3)
Land     Open Access   (Followers: 3)
Bulletin KNOB     Open Access   (Followers: 3)
Management Theory and Studies for Rural Business and Infrastructure Development     Open Access   (Followers: 3)
Urban     Open Access   (Followers: 3)
A&P Continuidad     Open Access   (Followers: 3)
Smart Cities     Open Access   (Followers: 3)
International Journal of Town Planning and Management     Full-text available via subscription   (Followers: 3)
Insights into Regional Development     Open Access   (Followers: 3)
BUILT : International Journal of Building, Urban, Interior and Landscape Technology     Open Access   (Followers: 3)
Études rurales     Open Access   (Followers: 2)
TeMA Journal of Land Use, Mobility and Environment     Open Access   (Followers: 2)
Ángulo Recto. Revista de estudios sobre la ciudad como espacio plural     Open Access   (Followers: 2)
International Journal of Rural Law and Policy     Open Access   (Followers: 2)
Streetnotes     Open Access   (Followers: 2)
Belgeo     Open Access   (Followers: 2)
Journal of Biourbanism     Open Access   (Followers: 2)
South African Journal of Geomatics     Open Access   (Followers: 2)
Arquitectura y Urbanismo     Open Access   (Followers: 2)
Rural China     Hybrid Journal   (Followers: 2)
project baikal : Journal of architecture, design and urbanism     Open Access   (Followers: 2)
Rural Sustainability Research     Open Access   (Followers: 2)
Urbanisation     Hybrid Journal   (Followers: 2)
Brussels Studies     Open Access   (Followers: 2)
Archivio di Studi Urbani e Regionali     Full-text available via subscription   (Followers: 2)
Joelho : Journal of Architectural Culture     Open Access   (Followers: 2)
International Journal of Housing and Human Settlement Planning     Full-text available via subscription   (Followers: 2)
In Situ. Revue des patrimoines     Open Access   (Followers: 1)
Ager. Revista de Estudios sobre Despoblacion y Desarrollo Rural     Open Access   (Followers: 1)
Online Journal of Rural Research & Policy     Open Access   (Followers: 1)
Forum Journal     Full-text available via subscription   (Followers: 1)
Storia Urbana     Full-text available via subscription   (Followers: 1)
Journal of Degraded and Mining Lands Management     Open Access   (Followers: 1)
Cadernos Metrópole     Open Access   (Followers: 1)
Den Gamle By : Danmarks Købstadmuseum (Årbog)     Open Access   (Followers: 1)
Landscape Online     Open Access   (Followers: 1)
Space Ontology International Journal     Open Access   (Followers: 1)
Journal of Urban Management     Open Access   (Followers: 1)
Alternativa. Revista de Estudios Rurales     Open Access   (Followers: 1)
Glocality     Open Access   (Followers: 1)
Estudios del Hábitat     Open Access   (Followers: 1)
Raumforschung und Raumordnung / Spatial Research and Planning     Open Access   (Followers: 1)
Journal of Architectural / Planning Research and Studies     Open Access   (Followers: 1)
Journal of Architecture, Design and Construction     Open Access   (Followers: 1)
Journal of Environmental Design     Open Access   (Followers: 1)
International Journal of Community Well-Being     Hybrid Journal  
Rural & Urbano     Open Access  
Ciudades     Open Access  
Polish Journal of Landscape Studies     Open Access  
Yhdyskuntasuunnittelu     Open Access  
Tidsskrift for boligforskning     Open Access  
Kart og plan     Open Access  
Vitruvian     Open Access  
Sens public     Open Access  
Procesos Urbanos     Open Access  
Psychological Research on Urban Society     Open Access  
Jurnal Arsitektur Lansekap     Open Access  
RUA     Open Access  
tecYt     Open Access  
Pensum     Open Access  
Les Cahiers de la recherche architecturale urbaine et paysagère     Open Access  
Jurnal Pengembangan Kota     Open Access  
ZARCH : Journal of Interdisciplinary Studies in Architecture and Urbanism     Open Access  
Mokslas – Lietuvos ateitis / Science – Future of Lithuania     Open Access  
Revista de Arquitectura     Open Access  
Revista Empresa y Humanismo     Open Access  
South Australian Geographical Journal     Open Access  
Produção Acadêmica     Open Access  
Revista Amazônia Moderna     Open Access  
Continuité     Full-text available via subscription  
Revista Brasileira de Estudos Urbanos e Regionais     Open Access  
Eikonocity. Storia e Iconografia delle Città e dei Siti Europei - History and Iconography of European Cities and Sites     Open Access  
Urban Science     Open Access  
Scienze del Territorio     Open Access  
Ri-Vista : Ricerche per la progettazione del paesaggio     Open Access  
Risco : Revista de Pesquisa em Arquitetura e Urbanismo     Open Access  
Baru : Revista Brasileira de Assuntos Regionais e Urbanos     Open Access  
Pampa : Revista Interuniversitaria de Estudios Territoriales     Open Access  
Revista Márgenes Espacio Arte y Sociedad     Open Access  
Pós. Revista do Programa de Pós-Graduação em Arquitetura e Urbanismo da FAUUSP     Open Access  
International Planning History Society Proceedings     Open Access  
Territorios en formación     Open Access  
Cuadernos de Investigación Urbanística     Open Access  
Revista Movimentos Sociais e Dinâmicas Espaciais     Open Access  
Vivienda y Ciudad     Open Access  
Cordis : Revista Eletrônica de História Social da Cidade     Open Access  
Paranoá : cadernos de arquitetura e urbanismo     Open Access  
História, Natureza e Espaço - Revista Eletrônica do Grupo de Pesquisa NIESBF     Open Access  
Paisagem e Ambiente     Open Access  
Room One Thousand     Open Access  
Territorio     Full-text available via subscription  
Sociologia urbana e rurale     Full-text available via subscription  
Territorio della Ricerca su Insediamenti e Ambiente. Rivista internazionale di cultura urbanistica     Open Access  
Revista Transporte y Territorio     Open Access  
Revista El Topo     Open Access  
Revista Brasileira de Desenvolvimento Regional     Open Access  
Revista Hábitat Sustenable     Open Access  
Revista de Geografia e Ordenamento do Território     Open Access  
Cidades, Comunidades e Territórios     Open Access  
International Journal of E-Planning Research     Full-text available via subscription  
Urbano     Open Access  
Territorios     Open Access  
Quivera     Open Access  
Cuadernos de Desarrollo Rural     Open Access  
Territoire en Mouvement     Open Access  
EchoGéo     Open Access  
Métropoles     Open Access  

        1 2     

Similar Journals
Journal Cover
The Urban Review
Journal Prestige (SJR): 0.979
Citation Impact (citeScore): 1
Number of Followers: 19  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-1960 - ISSN (Online) 0042-0972
Published by Springer-Verlag Homepage  [2468 journals]
  • Analyzing the Intersectional and Bicultural Experiences of Black Immigrant
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      Abstract: Three 1.5-generation immigrant, Nigerian American, women students attending a diverse urban university participated in face-to-face interviews and a focus group to share their experiences as science, technology, engineering, and mathematics (STEM) majors. Qualitative analysis revealed influences from their African heritage, identities as African immigrant women, stereotypes they face because of their culture, and their need to have peers and role models who match their intersectional identities. Future research should explore the applicability of intersectionality for students with converging racial/ethnic, gender, and career experiences, the unique process of identity construction for African immigrant women in STEM, and the factors necessary for universities to meet the needs of all Black students.
      PubDate: 2023-06-01
       
  • Expanding the Pipeline to Teach: Recruiting Future Urban Teachers of Color
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      Abstract: This qualitative case study explores the perceptions of schools, schooling, and teaching prior to and after engagement in a dual enrollment program. Data from nine participants revealed insights into the ways pre-college students thought about careers in teaching, how experiences in the dual enrollment program shaped their interest in teaching, and their perceptions of the pathways to and aspirations for teaching. Pre-college students envisioned teaching as a career possibility due to intrinsic factors, such as intellectual interests and racial identity; these factors were reinforced by family and salient schooling experiences. The dual enrollment program confirmed prior interests in teaching through its focus on the education major, mentoring, and the opportunity to take college coursework at the host university.
      PubDate: 2023-06-01
       
  • “Everything is Bigger and Different”: Black Engineering Transfer
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           Campus

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      Abstract: Black engineering transfer students face unique challenges while navigating the transfer process from a community college to a 4-year institution. The purpose of this paper is to better understand the experiences of these students and the ways in which they adjust to the 4-year school. We identify specific challenges noted by Black engineering transfer students in their experiences related to: (1) heuristics of teaching and learning that they had to adapt to in order to successfully navigate new campus environments; (2) information gaps that students encountered in what faculty seemed to expect them to already know; and (3) problems in having to adjust to the differences in the academic demands of the 4-year engineering program. In addition to unpacking our findings along these specific domains, we attend to the potential impact of having these challenges in a large, urban, metropolitan area.
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  • “It’s Going to Go in One Ear and Out the Other”: Black Girls Talk
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      Abstract: This study offers the results of a Black feminist project in humanization designed to understand administrators' role in interrupting the over-disciplining of Black girls in urban public schools. Carried out with 5 Black girls on probation and 5 Black urban school leaders, the findings suggest that the approaches the administrators used to uplift social justice were not as useful to Black girls' educational experiences as they were assumed to be. In discussion, the paper attributes the disconnection between intent and reception to the competing demands administrators are subject to in a racialized neoliberal educational context.
      PubDate: 2023-06-01
       
  • Yes, Teaching and Pedagogical Practices Matter: Graduate Students’ of
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      Abstract: Faculty members must employ pedagogical practices that foster humanizing learning environments for graduate Students of Color who have been marginalized and othered in higher education. Methodologically using narrative inquiry, this paper describes graduate Students’ of Color stories in higher education/student affairs hybrid graduate preparation programs to understand how faculty contribute to humanizing and critical pedagogy. The findings highlight three central pedagogical strategies faculty used in hybrid classrooms that graduate Students’ of Color named as most effective: (1) taught to transgress against racism and oppression, (2) emphasized dialogic pedagogy strategies, and (3) encouraged collaboration inside and outside of the classroom. This study highlights critical pedagogies for student engagement and is a call-to-action for higher education to center humanizing praxis in hybrid learning environments and beyond.
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  • Intersections of Disproportion: A Critical Quantitative Examination of
           Dis/ability and Gender in Black Students’ School Discipline Outcomes

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      Abstract: This study uses critical race quantitative intersectionality to examine the impacts of gender and dis/ability type on Black students’ school discipline outcomes. We use multilevel logistic regression models to analyze data from a large urban school district, considering the intersectional impact of gender and dis/ability type on school discipline outcomes among Black students (suspension, restorative justice, referral to law enforcement). We found that Black students identified as male, labeled with emotional dis/abilities, or identified as having ADHD were more likely to experience school discipline consequences than those who were not. These findings suggest that gender and dis/ability status are significant correlates of discipline outcomes, indicating that a general focus on race or special education masks important differences in discipline disparities.
      PubDate: 2023-05-26
       
  • “Who are these Projects Really for'”: Interrogating Community-School
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      Abstract: In this paper, the author draws on a qualitative case study of a place-based food justice project (FJP) at an urban public charter high school to examine the role of community-school partnerships (CSPs) in the FJP and marginalized students’ experiences of these partnerships. Observations and interviews with students, teachers, and community representatives suggest that the marketized context in which these partnerships unfolded undermined the potential benefits of CSPs by incentivizing schools to prioritize private benefits for both schools and community organizations over students’ preferences and priorities. The extent to which CSPs might serve students’ interests may hinge on how other stakeholders conceptualize “community.”
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  • Beyond the Institution: An Informal Partnership Endeavored Toward
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      Abstract: Black teachers (BTs) are significantly underrepresented in the US teaching profession, yet there is still little focus on how to best hire, support, and retain them. This collaborative autoethnography documents our work in an urban characteristic school district and university in the southeastern US and how we leveraged our interpersonal and professional experiences with local educational and academic institutions to better understand the challenges associated with creating sustainable and systemic pathway and retention practices that prioritize BTs. We focus on the role of data and research in better understanding the localized experiences of BTs, share our vision for the Southeastern Black Teacher Network through an informal partnership, and offer recommendations for supporting BTs.
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  • Interest Convergence and Market-Based School Reform: The Promise and
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      Abstract: This article uses interest convergence and market-based theories to examine a recently-adopted controlled choice school admissions model intended to desegregate a diverse, urban school district. Drawing on longitudinal, qualitative interviews with advantaged parents who articulated support for controlled choice, we find that these parents' positive view of the measure was based on a belief that the desegregation policy benefited their own children as well as poor children of color. Yet for many, support for the reform was contingent on their child’s school assignment, pointing to the limits of utilizing a market-based model for achieving educational equity.
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  • Becoming Culturally Responsive: Equitable and Inequitable Translations of
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      Abstract: Research on Culturally Responsive Education (CRE) to date has mostly focused on identifying the aspects of education that already work for Black, Indigenous, and Students of Color. Building on this important literature base, this qualitative study examines the implementation, rather than the identification, of CRE practices. The seven New York City public schools that participated in the study were making school-wide changes for CRE as part of a program for Competency-Based Education (CBE) for personalizing learning for students. Both CRE and CBE are employed in schools to address common issues associated with educational inequities such as irrelevant lessons, teacher biases, one-size-fits-all instruction, and systemic racism. Based on interviews with teachers at the study schools, our findings demonstrated that teachers translated CRE theory into their CBE practice in three key ways: (1) deficit practices, where instructional choices were treated as neutral; (2) access practices, where instruction was differentiated but was not culturally responsive; and (3) transformative practices, where student agency challenged traditional structures. We argue that for schools and educators to meaningfully grapple with the issues of power they seek to address by engaging in CRE, they must embrace and nurture a more radical CRE imagination that leads to deeper school transformation.
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  • De-Centering Deficit Frameworks and Approaches: The Mentor/Mentee
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      Abstract: This article challenges and explores an after-school literacy tutor program in a semi-urban midwestern state. As after-school programs continue to be widely used across the United States, there is also continued efforts to engage students in continued academic learning after school. Hynes and Sanders (2011) studied the experiences of various racial groups in after-school programs across the United States. They found that African American children were more likely to use after-school programs than White students, and most children participating in after-school programs lived in ‘urban’ (un-defined) areas. They also discovered more options for after-school programs in the Southern region of the United States, which has a larger portion of African American students (After School Alliance, 2009; Hynes and Sanders, 2011).
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  • Embracing Culturally Relevant Education in Mathematics and Science: A
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      Abstract: Culturally relevant education (CRE) approaches use minoritized populations’ cultural capital to break the perennial cycle of these groups’ underperformance. Yet, mathematics and science teachers do not feel confident in using CRE approaches. This literature review explores the practices and challenges that accompany CRE implementations in math and science classrooms aiming to inform mathematics and science teachers’ preparation for equitable education. Practices were clustered in alignment with the CRE outcomes, namely cultural competence, academic achievement, and critical consciousness; further categories were inductively identified. Challenges were clustered in teachers’ beliefs, lack of inclusive tools, and influence of institutional norms. Insights from the findings inform implications for preparing math and science teachers for equitable education.
      PubDate: 2023-03-01
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  • “If You Want to Go Far”: A Case Study of Culturally Sustaining
           Co-teaching

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      Abstract: Researchers have often focused on weaknesses in the instruction offered to Black and Latinx students with dis/abilities, and not on what it looks like when teachers seem to get it right. The purpose of this case study was to understand the instruction and co-teaching partnership in one inclusive, urban high school classroom where the teachers sought to deliver responsive, empowering instruction. Working together, the teachers supported students’ academic success, demonstrated cultural competence, and infused sociopolitical consciousness into lessons while being responsive to students’ dis/abilities. They balanced teaching practices known to be culturally sustaining with those that were responsive to students’ dis/abilities. The findings have implications for how we prepare and support teachers of Black and Latinx students with dis/abilities.
      PubDate: 2023-03-01
      DOI: 10.1007/s11256-022-00639-0
       
  • Placing Youth in the “Spatial Turn”: An Intersectional Analysis of
           Youth Experiences in a Changing Neighborhood

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      Abstract: This study examines often-overlooked youth perspectives on the sociospatial changes happening in a community experiencing Black displacement, mass Latinx immigration, and impending gentrification. To date, studies of complex urban change rarely consider the ways in which young people perceive and produce place differently from adults. Drawing on Critical Race Spatial Analysis and related literature, this critical phenomenological study centers the experiences youth of color living and learning in South Central Los Angeles. In doing so, this article draws on walking interview data from a larger place sensitive study. This study found that youth of color in South Central derive keen, intersectional insights into the dialectical relationship between the social and the spatial just by living their lives. They learn to “read the world” around them and in doing so, develop complex understandings of the sociospatial phenomena that surrounds them. The article concludes with a call to value the intellect of urban youth in research and public policy.
      PubDate: 2023-03-01
      DOI: 10.1007/s11256-022-00641-6
       
  • Barriers to Equality and Cultural Responsiveness in Three Urban Norwegian
           Primary Schools: A Critical Lens for School Staff Perceptions

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      Abstract: Literature regarding the gap between the conceptualization of inequality and school staffs’ perception of it in Norwegian schools is scarce. Therefore, we explore the challenges that Norwegian school staff have experienced as they work to ensure inclusive education at three schools. We address this challenge by examining three purposefully selected maximum variation schools that are located in a large Norwegian city. This is a qualitative study based on 25 in-depth interviews with school personnel regarding their understanding of anti-oppressive education of children. A relational approach and critical theory are used to organize and explain nested contextual systems. The narratives from school staff are used to identify their perception of their roles in combatting oppression, their patterns of interaction with others within the school community, and their constructions of “otherness.” The theoretical approach comprises a framework that is based on a social network analysis, trust and belonging, and the staff’s perception of their school’s context in relation to anti-oppressive values in critical race theory. We identify various challenges at each urban school that relate to social and organizational factors and discuss how investigating professionals’ meaning-making enables more nuanced images of the Nordic educational model.
      PubDate: 2023-03-01
      DOI: 10.1007/s11256-022-00642-5
       
  • Drawing Bodies and Mapping Pedagogical Spaces: Multimodal
           Counternarratives of Elementary Teacher Candidates of Color in Urban Field
           Sites

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      Abstract: Informed by the embodied perspective on humanizing pedagogy, this study examines how one Afro-Puerto Rican and one African American teacher candidate explored humanizing pedagogical possibilities during their urban fieldwork through multimodal counternarratives. By telling counter-stories through drawing bodies and mapping pedagogical spaces, participants used their embodied knowledge and experience as reference points to identify, question, and resist the inscription of body discourses—steeped in hegemonic power, structural racism, and educational inequities—onto their bodies. In particular, multimodal counter-storytelling opened up a visceral yet empowering space for participants to consider the challenges and possibilities of embodying humanizing pedagogies in the classroom. This study calls for programmatic attention to providing opportunities for teacher candidates of Color to rehearse and embody humanizing pedagogical possibilities, and for various stakeholders to collectively engage in counter-storytelling to resist oppressive body discourses surrounding urban schooling communities.
      PubDate: 2023-03-01
      DOI: 10.1007/s11256-022-00638-1
       
  • Ethnic Studies: From Counternarrative to Curriculum

    • Free pre-print version: Loading...

      Abstract: Ethnic Studies courses are expanding in U.S. schools. While research has demonstrated the benefits of Ethnic Studies for racially minoritized students, less research has interrogated the process of Ethnic Studies curriculum development. Counternarrative—a central component of Ethnic Studies curricula—may present tensions for teachers crafting Ethnic Studies curricula. Through a case study of Ethnic Studies curriculum development with experienced teachers in a large urban school district, this article illuminates three tensions in designing Ethnic Studies curriculum with counternarrative in mind. Tensions regard argumentation, choosing among counternarratives, and literacy development. Counternarrative is essential to Ethnic Studies instruction and a core component of education for racial justice. Exploring how teachers navigate the tensions in moving from counternarrative to curriculum represents an important inquiry into Ethnic Studies curriculum development.
      PubDate: 2023-03-01
      DOI: 10.1007/s11256-022-00640-7
       
  • The Paradox of Organizational Double Jeopardy: PK-12 Equity Directors in
           Racialized and Gendered Educational Systems

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      Abstract: In an era of heightened anti-Black racism and aspirations of equity in education, equity directors are at the vanguard of district efforts to eradicate educational injustices. This study examined how the racialized and gendered organizational contexts of U.S. equity directors shaped their equity leadership to transform educational systems. Drawing on intersectionality with theory about racialized organizations, we found that equity directors who identified as Black and other women of color experienced “organizational double jeopardy” in the form of diminished agency, unequal resources, differential return to their academic credentials, and decoupled formal rules from practice in ways that constrained their efforts and exacted a significant psychological and emotional toll. However, the race-gendered experiences of equity directors also constituted vital forms of knowledge and expertise for reshaping their roles and increasing their access to valued organizational resources. Paradoxically, then, racialized-gendered organizations functioned to diminish the influence of Black and other women of color equity directors who used their racialized-gendered knowledge to make strategic organizational change. We conclude with a call for attention to the nexus of individual-organizational dynamics in the practice of equity-focused leaders in tandem with longitudinal examinations of equity leadership across educational systems.
      PubDate: 2022-12-31
      DOI: 10.1007/s11256-022-00653-2
       
  • Teacher-Student Race Congruence: Does it Matter, and What Can Principals
           Do About it'

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      Abstract: This article presents a mixed method study utilizing teacher and student demographic and student attendance data from seven hundred and two public schools in central Texas along with follow-up qualitative data gathered through semi-structured interviews conducted with the top 1% of principals identified as having the most diverse group of faculty within this region. For the quantitative methodology, OLS regression analyses were employed to measure the relative effect of teacher-student race congruence on student attendance. The results of these analyses indicate that teacher-student race congruence made a statistically significant independent contribution to the variance in student attendance. For the qualitative interview data, a constructivist approach was used to identify common themes for how principals recruit and retain a diverse faculty. Three themes emerged from these interviews: recruitment of diverse faculty is deliberate; a climate of teacher support is fostered; and cultural congruence is paramount.
      PubDate: 2022-12-19
      DOI: 10.1007/s11256-022-00650-5
       
  • Correction: Schools’ Neighborhoods and Characteristics: Implications for
           Standardized Academic Achievement in Passaic, NJ’s Elementary, Middle
           and High Schools

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      PubDate: 2022-12-14
      DOI: 10.1007/s11256-022-00654-1
       
 
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