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Theory Into Practice Volume 59, 2020 - Issue 4: Black Women’s Work: Exploring Pipelines, Pedagogies, and Policies
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Articles

Charter-ing a Different Course: A Critical Policy Framework to Support Black Women in Marketized Cities and Schools

Terrenda WhiteSchool of Education, Education Foundations Policy and Practice, University of Colorado Boulder, Boulder, Colorado, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1693-8864
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Pages 358-369 | Published online: 20 Oct 2020

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Read on this site (1)

Alexis D. Riley & Felicia Moore Mensah. (2023) “My Curriculum Has No Soul!”: A Case Study of the Experiences of Black Women Science Teachers Working at Charter Schools. Journal of Science Teacher Education 34:1, pages 86-103.
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Articles from other publishers (4)

Danielle Apugo, Andrene J. Castro & Sharyn A. Dougherty. (2022) Taught in the Matrix: A Review of Black Girls’ Experiences in U.S. Schools. Review of Educational Research 93:4, pages 559-593.
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Claire Cahen. (2023) After zombies: Notes on labor union and municipal renewal. Environment and Planning D: Society and Space 41:4, pages 707-725.
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Elizabeth K. Jeffers & Adrienne D. Dixson. (2023) The Plantation “All Charter” Model and the Long Durée of Resistance for Black Public High Schools in New Orleans. Educational Evaluation and Policy Analysis.
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Andrene J. Castro. (2022) Teachers of Color and Precarious Work: The Inequality of Job Security. Labor Studies Journal 47:4, pages 359-382.
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