ABC-CLIO

The Praeger Handbook of Urban Education

by Joe L. Kincheloe, ed., Kecia Hayes, Karel Rose, Philip M. Anderson, ed.

 

Maintaining that there is nothing simple about urban education, this work approaches the study of schooling in cities as a complex universe of the poorest students and schools alongside the wealthiest.

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Cover image for The Praeger Handbook of Urban Education

March 2006

Praeger

Pages 680
Volumes 2
Size 7x10
Topics Current Events and Issues/Education

Maintaining that urban teaching and learning is characterized by many contradictions, this work proposes that there is a wide range of social, cultural, psychological, and pedagogical knowledge urban educators must possess in order to engage in effective and transformative practice. It is necessary for those teaching in urban schools to be scholar-practitioners, rather than bureaucrats who can only follow rather than analyze, understand, and create. Ten major sections cover the myriad issues of urban education as it exists today.

Features

  • Sixty one essays written by specialists in teacher education; public policy; sociology; psychology; applied linguistics; forestry; urban studies; school administratrion; cultural studies; evaluation; and linguistics provide a blueprint for scholars, teachers, parents, urban politicians, school administrators, policy professionals and others seeking to understand the situation of urban schools across America today.
Table of Contents

IntroductionThe Power of Hope in the TrenchesContext of UENo Child Left Behind and Urban Education: The Purpose and Funding of Public Education, by Thomas Brignall IIIThe Militarized Zone, by Ronnie CasellaThe Significance of Urban Street Vendors, by Marina KaridesWhy Should Urban Educators Care about Community Organizing to Reform Schools? by Hollyce C. GilesRace/Ethnicity & UEA Cociological Critique of 'Meaningful Differences:' A Functional Approach to the Parenting Style of Low-Income African American Families, by Linda B. BenbowThe Business Community, African-American Leaders and School Governance: A Case of Competing Interests in School Reform, by Lisa GonsalvesBlack Women Activists, Leaders and Educators: Transforming Urban Educational Practice, by Gaetane Jean-Marie, Channelle James, and Shirley BynumDilemmas Confronting Urban Principals in the Post-Civil Rights Era, by Tondra L. LoderBring In Da Noise, Bring in DuBois: Infusing an African-American Educational Idealogy into the Urban Education Discourse, by Kecia HayesRace, 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 DuboysRethinking the White Man's Burden: Identity and Pedagogy for an Inner City Student Teacher, by John Pascarella and Marie GirondaAfrican American Teachers: The Dying Group, by Dr. Deidre Ann TylerSocial JusticeParticipatory Democratic Education: Is the Utopia Possible? Porto Alegre's Citizen School Project, Possible? by Luis Armando Gandin and Gustavo E. FischmanTeaching/PedagogyIdentity as Dialectic: Re/Making Self in Urban Schooling, by Wolff-Michael RothThe Professional Development of Teachers of Science in Urban Schools: Issues and Challenges, by Mary M. Atwater and Malcolm B. ButlerContemplative Urban Education, by David Forbes, Ph.D.Conflict Resolution Strategies for Inner-City Youth, by Meridith Gould and Anthony TadduniOne Day at a Time: Substitute Teaching in Urban Schools, by Frances HelyarDeveloping 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. OchoaRewriting the Curriculum for Urban Teacher Preparation, by Cynthia OnoreRethinking Learning and Motivation in Urban Schools, by Robert Rueda and Myron H. DemboThe 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 SchindlerTolerance with Children: A Critique of Zero Tolerance in School Discipline, by Jill RogersLiteracy in Urban Education: Problems and Promises, by Anne Dichele and Mordechai GordanComplicating our Identities as Urban Teachers: A Co/Autoethnography, by Dr. Monica Taylor and Dr. Lesley CoiaDemocratic Urban Education: Imagining Possibilities, by Patrick M. Jenlink and Karen Embry JenlinkHow to Explore, Critique, and Sustain NYC-based Arts/Education After-School Funding and How to Utilize Youth Participant Researchers as Investigators, by Jen WeissThe Need for Free Play in Natural Settings, by William CrainAny Given Saturday, by David ReedPurple Leaves and Charlie-Horses: The Dichotomous Definition of Urban Education, by Tricia KressExploring Urban Landscapes: A Postmodern Approach to Learning, by Priya Parmar, Ph.D. and Shorna Broussard, Ph.D.Power & UEGlobal Capitalism and Urban Education, by David BaronovTowards an Anti-Colonial Education, by Mostafa MouhieEddine and Rebecca SanchezEducation in a Globalized Society: Over Five Centuries, the "Colonial" Struggle Continues, by Joseph Carroll-MirandaUniversities, Regional Policy and the Knowledge Economy, by Michael A. Peters and Tim MayThe Individual vs. the Collective in a Time of Globalization: Educational Implications, by Judith J. SlaterSchool Finance in Urban America, by Lynne A. Weikart, Ph.D.Language & UEEvaluating Programs for English Language Learners: Possibilities for Biliteracy in Urban SchoolDistricts in California, by Karen Cadiero-Kaplan and Alberto OchoaBilingual-Bicultural Literacy Pedagogies and the Politics of Project Head Start, by Ronald L. Mize, "et al."Cultural Studies & UEHollywood's Depicti

Reviews/Endorsements

Reviews

"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."—Choice

"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."—Curriculum Connections School Library Journal

"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."—Library Media Connection

"[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."—MultiCultural Review

"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."—Library Media Connection

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