This study explored 'cultural diversity' in urban schools in Portugal by conducting discourse analysis on interviews with school practitioners. Findings show that 'cultural diversity' was dominantly anchored in Othering 'foreigners' that mainly associated 'non-native speakers' to difficulties in integration, participation and teachers'pedagogical…

Drawing from a larger study of teacher empathy, this article offers a critical race analysis of three teachers' "dispositions" to discern (a) their social and emotional competencies (SEC) and (b) evidence of "transformative" social and emotional learning (SEL). Data sources include one-on-one teacher interviews, focus groups,…

This article examines how three Black women educators disrupt oppressive norms in urban schooling through their applications of critical race womanist pedagogy (CRWP). Using narrative excerpts formed from semi-structured interviews exploring how they contend with sociopolitical injustices through their pedagogical choices and actions, CRWP…

This article focuses on a teaching-research relationship between a teacher and a university professor who are a married couple. The article highlights how we navigated our relationship during a project with second graders with the hope of opening Third Space for students to engage in collective storytelling in an environment that interrupts…

This study explored the relation between classroom interactions and exclusionary school discipline practices within and across four classrooms in a disciplinary alternative school. Critical social practice theory and critical microethnographic methodology supported the examination, interpretation, and analysis of interactive power to illuminate…

This article compares a White teacher's approach to authority with that of an African American warm demander. Ethnographic methods and discourse analysis illuminated how an African American teacher grounded her authority with African American students in shared culture, history, and frame of reference. A comparative analysis makes visible…

In this article the author draws on the concept of positioning to examine how language is used during one particular fifth-grade writing lesson to construct both the lesson and the participants. The author's analysis of the classroom interactions makes visible how participants colluded to position one student in particular, Larnell, as a "bad, bad…

Classroom management continues to be a serious concern for teachers and especially in urban and diverse learning environments. The authors present the culturally responsive classroom management practices of two teachers from an urban and diverse middle school to extend the construct, culturally responsive classroom management. The principles that…

This research verifies complaints of substitute teachers that their work is dreary and unfulfilling. To improve this situation substitute teachers must be accepted by students and school personnel as full-fledged teachers with legitimate authority, rights, and responsibilities. Assigning them to specific subjects and grades will help them to…