Urban Education, Cultures and Communities
Series Editors:
and
Christopher Emdin
Christopher Emdin
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Edmund S. Adjapong
Edmund S. Adjapong
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This series consists of books written for all stakeholders in education including undergraduate and graduate students of education, teachers, parents, and the community at large. The volumes bridge research, theory, personal anecdotes and practice, and interrogates and provides recommendations for schools and communities, specifically in urban spaces. This series focuses on privileging the authentic voices of those who have a vested interest in urban education and urban schools, as well as introduce critical pedagogical ways to engage communities and schools. Educators, students, community members, and academics are given opportunities to understand the essential nature of voice and activism. This work is necessary to transform schools and communities to better represent the young people they were built to serve.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.
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From Being Woke to Doing #theWorkUsing Culturally Relevant Practices to Support Student Achievement & Sociopolitical ConsciousnessVolume 3978-90-04-54473-4
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The Pedagogy of ConsciousnessPathways to Education Reform for Urban Youth CultureVolume 2978-90-04-43221-5
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Toward Community-Based LearningExperiences from the U.S.A., India, and ChinaVolume 1978-90-04-42449-4
Christopher Emdin, Ph.D., is an Associate Professor in the Department of Mathematics, Science and Technology at Teachers College, Columbia University, where he also serves as Director of Science Education at the Center for Health Equity and Urban Science Education. He is the author of the New York Times Bestseller For White Folks Who Teach in the Hood … and the Rest of Y’all Too: Reality Pedagogy and Urban Education (Beacon, 2016), Between the World and the Urban Classroom (Sense, 2017) and Urban Science Education for the Hip-Hop Generation (Sense, 2010).
Edmund Adjapong, Ph.D., is an Assistant Professor of Educational Studies at Seton Hall University and a faculty fellow at the Institute of Urban and Minority Education. He is also the director of the Science Genius Program and Science Genius Academy. Dr. Adjapong has published his research on Hip-hop Education and equity in STEM (Science, Technology, Engineering, and Mathematics) in many journals such as the Journal for Urban Learning, Teaching and Research and the Journal of Critical Education.
Edmund Adjapong, Ph.D., is an Assistant Professor of Educational Studies at Seton Hall University and a faculty fellow at the Institute of Urban and Minority Education. He is also the director of the Science Genius Program and Science Genius Academy. Dr. Adjapong has published his research on Hip-hop Education and equity in STEM (Science, Technology, Engineering, and Mathematics) in many journals such as the Journal for Urban Learning, Teaching and Research and the Journal of Critical Education.
Series Editors:
Christopher Emdin, Teachers College, Columbia University, USA
Edmund Adjapong, Seton Hall University, USA
Editorial Board:
Amil Cook, Visual Artist/Educator, Pittsburgh, USA
Michael Dando, University of Wisconsin, USA
Hodari Davis, Teaching Artist, Oakland, USA
Reenah Golden, Teaching Artist, Rochester, USA
P. Thandi Hicks Harper, Youth Popular Institute, Maryland, USA
Awad Ibrahim, University of Ottawa, Canada
Timothy Jones, FreeStyle Artist/Public Speaker, District of Columbia, USA
Tina Kahn, Toronto School District Board, Canada
Gloria Ladson-Billings, University of Wisconsin, USA
Ian Levy, Manhattan College, Bronx, USA
Lauren Kelly, Rutgers University-New Jersey, USA
Emery Petchauer, Michigan State University, USA
Elaine Richardson, Ohio State University, USA
Courtney Rose, Teachers College, USA
Yolanda Sealey-Ruiz, Teachers College, USA
Sam Seidel, Stanford University, USA
Terri Watson, City College of New York, USA
Vajra Watson, University of California – Davis, USA
Torie Weiston-Serdan, Claremont Graduate University, USA
Christopher Emdin, Teachers College, Columbia University, USA
Edmund Adjapong, Seton Hall University, USA
Editorial Board:
Amil Cook, Visual Artist/Educator, Pittsburgh, USA
Michael Dando, University of Wisconsin, USA
Hodari Davis, Teaching Artist, Oakland, USA
Reenah Golden, Teaching Artist, Rochester, USA
P. Thandi Hicks Harper, Youth Popular Institute, Maryland, USA
Awad Ibrahim, University of Ottawa, Canada
Timothy Jones, FreeStyle Artist/Public Speaker, District of Columbia, USA
Tina Kahn, Toronto School District Board, Canada
Gloria Ladson-Billings, University of Wisconsin, USA
Ian Levy, Manhattan College, Bronx, USA
Lauren Kelly, Rutgers University-New Jersey, USA
Emery Petchauer, Michigan State University, USA
Elaine Richardson, Ohio State University, USA
Courtney Rose, Teachers College, USA
Yolanda Sealey-Ruiz, Teachers College, USA
Sam Seidel, Stanford University, USA
Terri Watson, City College of New York, USA
Vajra Watson, University of California – Davis, USA
Torie Weiston-Serdan, Claremont Graduate University, USA
All stakeholders in education including undergraduate and graduate students of education, teachers, parents, and the community at large.