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Volume 13 Issue 1 (Spring 2016)

Combatting Marginalized Spaces in Education through Language Architecture

Invited Commentary

Nelson Flores
University of Pennsylvania

Border Crossing in the Classroom through Performed Ethnography

Feature Article

Tara Goldstein
OISE-University of Toronto

“Puro spelling and grammar”: Conceptualizations of language and the marginalization of emergent bilinguals

Feature Article

Luis E. Poza
University of Colorado, Denver

Where Are All the Black Male Special Education Teachers?

Commentary

LaRon A. Scott
Virginia Commonwealth University

Us V. Them: Remnants of Urban War Zones

Commentary

Nicole Jeanine Johnson
University of Pennsylvania

Surveillance, Violence, and the Marginalization of Students of Color

Commentary

Stephanie Schroeder
University of Florida

Critical Practitioner Inquiries: Re-Framing Marginalized Spaces for Black Students

Voice from the Field

Nicole West-Burns
University of Toronto

Karen Murray
Toronto District School Board

Libro + Biblioteca = Libertad

Voice from the Field

Rodrigo Joseph Rodriguez
University of Texas at El Paso

Schools as Discriminatory Artifacts

Voice from the Field

Benjamin D. Parker
University of Georgia

Beautiful Walls: Reclaiming Urban Space through Mural Making

Voice from the Field

Bethany J. Welch
Aquinas Center

Those kids, our schools: Race and reform in an American high school. By S. R. Griffin. Harvard Education Press: Cambridge, 2015.

Book Review

Reviewed by Alexander Hyres, University of Virginia