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100			_aFlores-Koulish, Stephanie A. _955714
245			_aCritical Classrooms Matter: _bBaltimore Teachers’ Pedagogical Response After the Death of Freddie Gray/
260			_bSage, _c2020
300			_aVol.52, issue 6, 2020: ( 984-1007 p.)
520			_aThe purpose of this article is to discuss the possibilities of public education. We argue that public schools, despite their flaws, still provide necessary spaces of civic engagement. When major social and/or political events happen, young people have few outlets to discuss, process, and understand implications. In this article, we share the experiences of Baltimore’s teachers after the death of Freddie Gray, an unarmed Black man, who lived in Baltimore and died in police custody. Following his death, the city exploded in protest, both violent and peaceful. We interviewed eight teachers and collected curriculum samples to make sense of how they used the public school classroom as a space of critical care, social justice, cultural relevance, and anti-racism to contextualize current events in their city. There are implications here for school district professional development and teacher education.
700			_aShiller, Jessica T. _955715
773	0		_010744 _916756 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124519889042
942			_2ddc _cEJR
999			_c13717 _d13717