A Call for Critical Reads of “Trouble” Texts that Inform Urban Mathematics Education





agency, equity, mathematics education, urban education


Alesia Mickle Moldavan, the section editor of Critical Reads in the Journal of Urban Mathematics Education, encourages interested contributors to submit reviews of critical texts (e.g., books, research articles, short stories, social media posts, poetry, play/film scripts) in order to push conversations in the field that offer an empowering and transformative vision for urban mathematics education. This call urges scholars to engage in critical thinking and creative rethinking of teaching and learning in the urban context to inspire new critical perspectives that interrogate systemic inequities and illuminate urban excellence. Submissions to Critical Reads ought to critique “trouble” texts to improve educational experiences and outcomes in mathematics for historically marginalized students in urban communities.


Buendía, E. (2011). Reconsidering the urban in urban education: Interdisciplinary conversations. The Urban Review, 43(1), 1–21. https://doi.org/10.1007/s11256-010-0152-z

Buendía, E., & Ares, N. (2006). Geographies of difference: The social production of the east side, west side, and central city school. Peter Lang.

Cannon, S. O., & Myers, K. D. (2016). Radical reconfiguring(s) for equity in urban mathematics classrooms: Lines of flight in Mathematics and the body: Material entanglements in the classroom. Journal of Urban Mathematics Education, 9(2), 185–194. https://doi.org/10.21423/jume-v9i2a314

Carter, P. L., & Welner, K. G. (Eds.). (2013). Closing the opportunity gap: What America must do to give every child an even chance. Oxford University Press.

Capraro, R. M. (2019). Duty is necessary, passion is sufficient: It takes both. Journal of Urban Mathematics Education, 12(1), 1–7. https://doi.org/10.21423/jume-v12i1a379

Freire, P. (1994). Pedagogy of hope: Reliving pedagogy of the oppressed (R. B. Barr, Trans.). Continuum. (Original work published 1992)

Gadsden, V. L., & Dixon-Román, E. J. (2017). “Urban” schooling and “urban” families: The role of context and place. Urban Education, 52(4), 431–459. https://doi.org/10.1177%2F0042085916652189

Gutiérrez, R. (2007). Context matters: Equity, success, and the future of mathematics education. In T. Lamberg & L. R. Wiest (Eds.), Proceedings of the 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1–18). University of Nevada.

Gutiérrez, R. (2009). Framing equity: Helping students “play the game” and “change the game.” Teaching for Excellence and Equity in Mathematics, 1(1), 4–8.

Hamilton, B. (2015). Book review: Empowering science and mathematics education in urban schools. Urban Education, 50(3), 377–381. https://doi.org/10.1177%2F0042085913507460

Jacobs, K. B. (2015). “I want to see real urban schools”: Teacher learners’ discourse and discussion of urban-based field experiences. Perspectives on Urban Education, 12(1), 18–37.

Jett, C. C. (2015). An urban mathematics education book review?: Considerations for JUME book review authors. Journal of Urban Mathematics Education, 8(1), 14–16. https://doi.org/10.21423/jume-v8i1a271

Keels, M., Burdick-Will, J., & Keene, S. (2013). The effects of gentrification on neighborhood public schools. City & Community, 12(3), 238–259. https://doi.org/10.1111/cico.12027

Kennedy, M., & Leonard, P. (2001). Dealing with neighborhood change: A primer on gentrification and policy choices. Brookings Institution Center on Urban and Metropolitan Policy; PolicyLink. https://www.brookings.edu/research/dealing-with-neighborhood-change-a-primer-on-gentrification-and-policy-choices/

Kohli, R., Pizarro, M., & Nevárez, A. (2017). The “new racism” of K–12 schools: Centering critical research on racism. Review of Research in Education, 41(1), 182–202. https://doi.org/10.3102%2F0091732X16686949

Ladson-Billings, G. (2008). “Yes, but how do we do it?” Practicing culturally relevant pedagogy. In W. Ayers, G. Ladson-Billings, G. Michie, & P. A. Noguera (Eds.), City kids, city schools: More reports from the front row (pp. 162–177). The New Press.

Leonardo, Z., & Hunter, M. (2007). Imagining the urban: The politics of race, class, and schooling. In W. T. Pink & G. W. Noblit (Eds.), International handbook of urban education (pp. 779–802). Springer.

Martin, D. B. (2015). The collective Black and Principles to actions. Journal of Urban Mathematics Education, 8(1), 17–23. https://doi.org/10.21423/jume-v8i1a270

Martin, D. B., Anderson, C. R., & Shah, N. (2017). Race and mathematics education. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 607–636). National Council of Teachers of Mathematics.

Martin, D. B., & Larnell, G. V. (2013). Urban mathematics education. In H. R. Milner IV & K. Lomotey (Eds.), Handbook of urban education (pp. 373–393). Routledge.

Matthews, L. E. (2008). Illuminating urban excellence: A movement of change within mathematics education. Journal of Urban Mathematics Education, 1(1), 1–4. https://doi.org/10.21423/jume-v1i1a20

Meyer, B. (2016). A critical dialogue: Continuing the conversation about “The collective Black and Principles to actions.” Journal of Urban Mathematics Education, 9(2), 29–32. https://doi.org/10.21423/jume-v9i2a302

Milner, H. R., IV. (2012). But what is urban education? Urban Education, 47(3), 556–561. https://doi.org/10.1177%2F0042085912447516

Popkewitz, T. S. (1998). Struggling for the soul: The politics of schooling and the construction of the teacher. Teachers College Press.

Schaffer, C. L., White, M., & Brown, C. M. (2018). A tale of three cities: Defining urban schools within the context of varied geographic areas. Education and Urban Society, 50(6), 507–523. https://doi.org/10.1177%2F0013124517713605

Stinson, D. W. (2018). Celebrating a decade of critical mathematics education knowledge dissemination: A movement of people revolutionaries. Journal of Urban Mathematics Education, 11(1&2), 1–6. https://doi.org/10.21423/jume-v11i1-2a353

Tate, W. F. (2008). Putting the “urban” in mathematics education scholarship. Journal of Urban Mathematics Education, 1(1), 5–9. https://doi.org/10.21423/jume-v1i1a19

Tatum, A. W., & Muhammad, G. E. (2012). African American males and literacy development in contexts that are characteristically urban. Urban Education, 47(2), 434–463. https://doi.org/10.1177%2F0042085911429471

Walker, E. N. (2012). Building mathematics learning communities: Improving outcomes in urban high schools. Teachers College Press.

Wallace, M., & Wray, A. (2016). Critical reading and writing for postgraduates (3rd ed.). SAGE Publications.

Welsh, R. O., & Swain, W. A. (2020). (Re)Defining urban education: A conceptual review and empirical exploration of the definition of urban education. Educational Researcher, 49(2), 90–100. https://doi.org/10.3102%2F0013189X20902822




Most read articles by the same author(s)