P-ISSN 1946-2077
E-ISSN 2766-497X
Vol. 15, Issue 1, 2020December 15, 2020 EDT
Teaching while Black: Best Practices for Engaging white Pre-service Teachers in Discourse Focused on Individual & Cultural Diversity in Urban Schools
Teaching while Black: Best Practices for Engaging white Pre-service Teachers in Discourse Focused on Individual & Cultural Diversity in Urban Schools
Articles in Vol. 15, Issue 1, 2020
Vol. 15, Issue 1, 2020
- An Inquiry into the Self-Evaluation of Star Teacher Characteristics Necessary for Successful Urban TeachingDeana J. FordSueanne McKinneyCynthia L. Tomovic
- College and Career Readiness Opportunities for Latinx English Learners in Urban High SchoolsCorinne MartinezCecilia Mendoza
- “Good Teachers” with “Good Intentions”: Misappropriations of Culturally Responsive PedagogyLeanne M. EvansCrystasany R. TurnerKelly R. Allen
- Literacy 4 Brown Girls: An Explorative Study Centered on the Identity and Literacy of African-American GirlsJendayi Mbalia
- Social Justice Teaching Practices: A Case Study of a Latinx Pre-service Teacher in Urban SchoolsAmanda WilkersonL. Trenton S. MarshLynell Hodge
- Teaching while Black: Best Practices for Engaging white Pre-service Teachers in Discourse Focused on Individual & Cultural Diversity in Urban SchoolsKisha Porcher
- A Note from the JULTR Editorial TeamJennifer L. MartinSharon UlanoffTabitha Messmore
Porcher, Kisha. 2020. “Teaching While Black: Best Practices for Engaging White Pre-Service Teachers in Discourse Focused on Individual & Cultural Diversity in Urban Schools.” Journal of Urban Learning, Teaching, and Research 15 (1): 116–34. https://doi.org/10.51830/JULTR.6.