Epilogue: Where Do We Go from Here?

Miriam Sanders; Virginia Redwine Johnson

doi:10.55370/uerpa.v8i1.2032

Authors

Miriam Sanders University of Wyoming
Virginia Redwine Johnson Texas A&M University

DOI:

https://doi.org/10.55370/uerpa.v8i1.2032

Abstract

This epilogue reflects on the collective contributions of the articles in this special issue, which interrogate critical facets of educational equity in urban contexts across the southern United States. Together, the studies illuminate both persistent structural challenges and emergent, promising practices that shape the educational experiences of students of color. By centering teacher diversity, lived experience, and systemic barriers, the research offers a comprehensive, top-down analysis of urban education and proposes pathways for advancing equity through transformative policy and practice.

Author Biographies

Miriam Sanders, University of Wyoming

Miriam Sanders, Ph.D. is an Assistant Professor at the University of Wyoming in the School of Teacher Education. She is a former high school mathematics teacher. Her research focuses on developing and replicating best practices in mathematics education to address inequitable student outcomes. More specifically, her research investigates how to prepare and support mathematics teachers through culturally sustaining practices.

Virginia Redwine Johnson, Texas A&M University

Virginia Redwine Johnson, a Ph.D. student in Teaching, Learning, and Culture at Texas A&M, researches teacher dispositions and factors supporting culturally inclusive teaching in urban classrooms. She has served as an officer for Bold Leaders in Urban Education and recently published a collaborative autoethnography on systemic disservice to Black teachers.

Epilogue

Where Do We Go from Here?

Authors

DOI:

Abstract

Author Biographies

Miriam Sanders, University of Wyoming

Virginia Redwine Johnson, Texas A&M University

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