Khaula Murtadha

Societal barriers to the successful education of Black children were identified by the noted historian Carter G. Woodson more than 70 years ago in his classic text The Mis-Education of the Negro. Woodson argued that there were serious problems with inaccurate, ill-planned, depoliticized curriculum content and lack of resources, as well as problems with the poor, unethical preparation of teachers. Historically, Black educational leaders had to overcome these barriers as well as others to be of service to the African American community. They created schools where none existed, struggled against the perpetuation of unequal educational environments, or built viable alternative schools. Motivated by the belief that education would“uplift the race,” women and men organized and developed institutions to mitigate the harsh realities of Black life Through socially critical writings, oratorical power, and activism, many leaders succeeded in making a difference in the educational settings that...

This UCEA Special Session engages scholars and graduate researchers in a discussion of P-20 education by: ( ) sharing information about P-20 initiatives across the country, (2) identifying P-20 research, and ( ) developing ideas for the advancement of P-20 initiatives

Societal barriers to the successful education of Black children were identified by the noted historian Carter G. Woodson more than 70 years ago in his classic text The Mis-Education of the Negro. Woodson argued that there were serious problems with inaccurate, ill-planned, depoliticized curriculum content and lack of resources, as well as problems with the poor, unethical preparation of teachers. Historically, Black educational leaders had to overcome these barriers as well as others to be of service to the African American community. They created schools where none existed, struggled against the perpetuation of unequal educational environments, or built viable alternative schools. Motivated by the belief that education would“uplift the race,” women and men organized and developed institutions to mitigate the harsh realities of Black life Through socially critical writings, oratorical power, and activism, many leaders succeeded in making a difference in the educational settings that served Black people. Their narratives and critiques, however, have not been incorporated as a central element in the literature of school administration, leadership, reform, and change.

This paper examines ethical issues underpinning urban university engagement in community spaces.  The intent is to encourage an evaluation stance and consider how might university representatives and community representatives justly approach and develop partnerships. The paper questions whether faculty, staff and community partners take action to cultivate public dialogue, or what might be called democratic voice, to bring about social change. Mutuality, reciprocity, community self-determination and collective efficacy, social justice and equity, taken together, and viewed as essential ethics can advance democratic purposes for community-university engagement.

The shortage of highly qualified teachers who choose to teach in urban schools on a long-term basis is a chronic problem. Preparing teachers who will flourish in city schools requires attention to cultural discourses on several levels. Candidates who learn to think critically are able to recognize and interrogate the stereotypes they bring. Once hired, urban teachers need to be supported by professional development built on intellectual work and continued development of a critical perspective. Strategies from a university program that has been successful in preparing and staying connected to successful urban teachers are described.

Many challenging social issues (e.g. stereotyping, democracy, racism, cultural difference, integration, segregation, to name only a few) emerge from documentarian Ted Green’s WFYI production, Attucks: The School That Opened A City. Grappling with these issues is central to children’s understanding of society, therefore they are addressed in this elementary, middle, and high school curriculum guide. Our purpose is to illustrate how these issues can be approached through developmentally appropriate, meaningful instruction while also attending to assessments of how children are learning and responding. It requires that teachers, as always, not only spend time preparing for lessons but also make time for analytical reflection, for developing rigorous cultural sensitivity, and for a constant questioning of one’s own values and of our goals for children’s education

The notion of “success” is narrowly defined and appropriated within an educational context. Typically limited to objective measures of organizational productivity, effectiveness, and efficiency, “successful” principal practices, we argue, engender action and attention to a broader array of issues and interrelationships. In this study, we conducted an exploratory case study drawing from interviews with five superintendents and three principals to probe broader definitions of successful school leadership. Data analysis revealed three themes to guide further research on successful leadership practice: capillarity of leadership actions, principals’ positionality in relation to members of the school community, and principals’ actions as moral ends.

A deficit narrative of academic success in low-performing schools is articulated in cultural norms set by those who fail to understand how poverty and racial inequality manifests through daily interactions, beliefs, and biases. Work to address race and poverty are emotional, complicated, and challenging because the concepts are avoided, minimized, or disputed by a dominant narrative and privileged cultures that oppress students of color. This chapter is not about a study of race or poverty nor does it seek to forward understanding of how race and class intersect. Instead, it focuses on the ways a university has promoted social justice and equity in the development of community schools. This work encompasses: the influence of change through advocacy and policy, issues of school culture and climate, and shared leadership. It recognizes emerging perceptions impacting health, violence, and food security that cause socio/emotional issues not considered when critically addressing issues o...

... 2008. Adult learning in focus: National and state-by-state data , Chicago: CAEL. ... Urban district curriculum development is not seen as an act of professional renewal. Instead teachers are given hand-me-downs—state-developed standards are handed down to district ...