The Power of Hope in the Trenches
Context of UE
No Child Left Behind and Urban Education: The Purpose and Funding of Public Education, by Thomas Brignall III
The Militarized Zone, by Ronnie Casella
The Significance of Urban Street Vendors, by Marina Karides
Why Should Urban Educators Care about Community Organizing to Reform Schools? by Hollyce C. Giles
Race/Ethnicity & UE
A Cociological Critique of 'Meaningful Differences:' A Functional Approach to the Parenting Style of Low-Income African American Families, by Linda B. Benbow
The Business Community, African-American Leaders and School Governance: A Case of Competing Interests in School Reform, by Lisa Gonsalves
Black Women Activists, Leaders and Educators: Transforming Urban Educational Practice, by Gaetane Jean-Marie, Channelle James, and Shirley Bynum
Dilemmas Confronting Urban Principals in the Post-Civil Rights Era, by Tondra L. Loder
Bring In Da Noise, Bring in DuBois: Infusing an African-American Educational Idealogy into the Urban Education Discourse, by Kecia Hayes
Race, Class and Gender in Urban Education: Exploring the Critical Research on Urban Pedagogy and School Reform, by Marvin Lynn, A. Dee and "et al."
Whiteness in Teacher Education, by Patricia Burdell, Ph.D.
Should the Holocaust be Taught in Urban Schools? by Dr. Tibbi Duboys
Rethinking the White Man's Burden: Identity and Pedagogy for an Inner City Student Teacher, by John Pascarella and Marie Gironda
African American Teachers: The Dying Group, by Dr. Deidre Ann Tyler
Participatory Democratic Education: Is the Utopia Possible? Porto Alegre's Citizen School Project, Possible? by Luis Armando Gandin and Gustavo E. Fischman
Identity as Dialectic: Re/Making Self in Urban Schooling, by Wolff-Michael Roth
The Professional Development of Teachers of Science in Urban Schools: Issues and Challenges, by Mary M. Atwater and Malcolm B. Butler
Contemplative Urban Education, by David Forbes, Ph.D.
Conflict Resolution Strategies for Inner-City Youth, by Meridith Gould and Anthony Tadduni
One Day at a Time: Substitute Teaching in Urban Schools, by Frances Helyar
Developing Scholar-Practitioner Leaders in the Urban Education in Crisis, by Raymond A. Horn, Jr.
Voice, Access, and Democratic Participation: Towards a Transformational Paradigm of Parent Involvement in Urban Education, by Edward M. Olivos and Alberto M. Ochoa
Rewriting the Curriculum for Urban Teacher Preparation, by Cynthia Onore
Rethinking Learning and Motivation in Urban Schools, by Robert Rueda and Myron H. Dembo
The Testing Movement and Urban Education, by Rupam Saran
"Forming a Circle": Creating a Learning Community for Urban Commuting Adult Students in an Interdisciplinary Studies Program, by Roslyn Abt Schindler
Tolerance with Children: A Critique of Zero Tolerance in School Discipline, by Jill Rogers
Literacy in Urban Education: Problems and Promises, by Anne Dichele and Mordechai Gordan
Complicating our Identities as Urban Teachers: A Co/Autoethnography, by Dr. Monica Taylor and Dr. Lesley Coia
Democratic Urban Education: Imagining Possibilities, by Patrick M. Jenlink and Karen Embry Jenlink
How to Explore, Critique, and Sustain NYC-based Arts/Education After-School Funding and How to Utilize Youth Participant Researchers as Investigators, by Jen Weiss
The Need for Free Play in Natural Settings, by William Crain
Any Given Saturday, by David Reed
Purple Leaves and Charlie-Horses: The Dichotomous Definition of Urban Education, by Tricia Kress
Exploring Urban Landscapes: A Postmodern Approach to Learning, by Priya Parmar, Ph.D. and Shorna Broussard, Ph.D.
Power & UE
Global Capitalism and Urban Education, by David Baronov
Towards an Anti-Colonial Education, by Mostafa MouhieEddine and Rebecca Sanchez
Education in a Globalized Society: Over Five Centuries, the "Colonial" Struggle Continues, by Joseph Carroll-Miranda
Universities, Regional Policy and the Knowledge Economy, by Michael A. Peters and Tim May
The Individual vs. the Collective in a Time of Globalization: Educational Implications, by Judith J. Slater
School Finance in Urban America, by Lynne A. Weikart, Ph.D.
Language & UE
Evaluating Programs for English Language Learners: Possibilities for Biliteracy in Urban SchoolDistricts in California, by Karen Cadiero-Kaplan and Alberto Ochoa
Bilingual-Bicultural Literacy Pedagogies and the Politics of Project Head Start, by Ronald L. Mize, "et al."
Cultural Studies & UE
"Written by a mixture of education school faculty, graduate students, and practicing schoolteachers and administrators, this work is aimed at urban teachers and the faculty who teach them; both groups usually come from very different socioeconomic backgrounds than their urban students. Many of the topics range well beyond the traditional boundaries of education, and reflect the major force for socialization that schools have become for today's children. Included are articles on street vendors, parenting styles of low-income African American parents, Saturday remediation programs, globalization's impact on urban education, the media's portrayal of city schools, and the role of cultural and art institutions in the life of a city. The underlying message focuses on the need to improve urban education through fundamental rethinking and reshaping. Most essays have extensive bibliographies. Recommended. Lower-level undergraduates and above; general readers."
"The articles in this set cover a wide range of social, cultural, psychological, and pedagogical topics providing educators with essential background information on the issues relevant to urban education. The No Child Left Behind Act, race and ethnicity, social justice, and language are some of the subjects addressed. Well-organized and concise."
"Emphasis on urban education is sorely needed, and this two-volume series of readings is more than adequate in filling that need and shifting the paradigm of educational theory to current concerns in the urban context....The articles engage readers in examining theory and practice with a grounding in democratic education, often with critical theory or postmodern thought....This is essential reading for not only urban educators, but also for educators, as well as administrators and others invested or interested in the current educational terrain of this country. Recommended."
"[T]he Handbook reveals the lack of research and abundance of anecdote that marks knowledge production in this field....[t]heir descriptions or a critical urban pedagogy are an important contribution. New teachers in urban schools need to understand the children they will teach. They need also to question their assumptions, and, for many, they need to be willing to acknowledge that they are not in Kansas anymore."
"Sixty one essays written by specialists in teacher education; public policy; sociology; psychology; applied linguistics; forestry; urban studies; school administration; cultural studies; evaluation; and linguistics provides a blueprint for scholars, teachers, parents, urban politicians, school administrators, policy professionals, and others seeking to understand the situation of the urban schools across America today."