Teaching in the Hood, About the Hood

A Case Study of Teachers in South Central Los Angeles

Datos Bibliográficos

ID10856461
AutoresJ Á Alicea (0000-0002-3510-5123, University of California, Los Angeles, autor de correspondencia)
Año2022
Volumen57
Número3
Páginas463-493
Fecha de publicación2022-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaUrban Education (JOURNAL)
Identificadores de la revistaISSN: 0042-0859 • E-ISSN: 1552-8340
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085921995235
OpenAlexW3135493870
IdiomaEN
Citas recibidas10
Referencias citadas26

This study examines how three teachers working at a South Central high school teach critically about race and place. While building on the “spatial turn” in social science, the article draws on Critical Race Spatial Analysis to advance literature at the intersection of race, place, and pedagogy. Additionally, the article utilizes cognitive mapping to understand the teachers’ senses of place and then, through a combination of interviews, observations, and document analysis, examines how they integrate racial-spatial ideas into their teaching. Positing a “critical pedagogy of race and place,” the study concludes with implications for future research and teacher education

Cartography · Critical race theory · Educational research · Geography · Intersection (aeronautics) · Mathematics education · Pedagogy · Race (biology) · Sociology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Gender Studies · Indigenous and Place-Based Education · Psychology

Herramientas

Abrir DOI