Imagination as Anchor and Cue: Latina/o Middle School English Learners in a College-Going Program.
- Published in:
- Urban Review, 2020, v. 52, n. 4, p. 669, doi. 10.1007/s11256-020-00588-6
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- Publication type:
- Article
Works matching IS 00420972 AND DT 2020 AND VI 52 AND IP 4
Results: 8
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(Un)doing Spatially Fixed Inequality: Critical Reflections on Urban School District-Community Partnerships.
- Published in:
- Urban Review, 2020, v. 52, n. 4, p. 623, doi. 10.1007/s11256-020-00587-7
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- Article
3
Social Justice Pedagogy for Whom? Developing Privileged Students' Critical Mathematics Consciousness.
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- Urban Review, 2020, v. 52, n. 4, p. 778, doi. 10.1007/s11256-020-00578-8
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- Article
4
"Do You Live in a Teepee? Do You Have Running Water?" The Harrowing Experiences of American Indians in North Carolina's Urban K-12 Schools.
- Published in:
- Urban Review, 2020, v. 52, n. 4, p. 759, doi. 10.1007/s11256-020-00563-1
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- Article
5
Examining an Urban District's College-Going Culture: The Role of Magnet School Designation.
- Published in:
- Urban Review, 2020, v. 52, n. 4, p. 730, doi. 10.1007/s11256-020-00556-0
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- Publication type:
- Article
6
Supporting Critical Social Analysis: Empowering Processes in a Youth Organizing Group.
- Published in:
- Urban Review, 2020, v. 52, n. 4, p. 708, doi. 10.1007/s11256-020-00548-0
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- Publication type:
- Article
7
Shifting Identities: The Figured Worlds of One Adolescent Immigrant English Learner.
- Published in:
- Urban Review, 2020, v. 52, n. 4, p. 650, doi. 10.1007/s11256-019-00543-0
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- Publication type:
- Article
8
Us and Them: Using Social Identity Theory to Explain and Re-envision Teacher–Student Relationships in Urban Schools.
- Published in:
- Urban Review, 2020, v. 52, n. 4, p. 691, doi. 10.1007/s11256-019-00539-w
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- Publication type:
- Article