Teaching in the Hood, About the Hood

A Case Study of Teachers in South Central Los Angeles

Bibliographic Data

ID10856461
AuthorsJ Á Alicea (0000-0002-3510-5123, University of California, Los Angeles, corresponding author)
Year2022
Volume57
Issue3
Pages463-493
Publication date2022-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueUrban Education (JOURNAL)
Journal identifiersISSN: 0042-0859 • E-ISSN: 1552-8340
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085921995235
OpenAlexW3135493870
LanguageEN
Citations received10
References cited26

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

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