The Urban Primary School

Overview

This book offers an in-depth understanding of the unique challenges and contributions of urban primary schools. The authors set urban education in the wider social context of structural disadvantage, poverty, oppression and exclusion, and reassert some critical urban educational concerns. Recognising that practice needs to be informed by theory, they provide a strong theoretical framework alongside contemporary ethnographic data. Drawing on their extensive experience in urban primary schools, as well as numerous ...
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Overview

This book offers an in-depth understanding of the unique challenges and contributions of urban primary schools. The authors set urban education in the wider social context of structural disadvantage, poverty, oppression and exclusion, and reassert some critical urban educational concerns. Recognising that practice needs to be informed by theory, they provide a strong theoretical framework alongside contemporary ethnographic data. Drawing on their extensive experience in urban primary schools, as well as numerous case studies, the authors present a fresh and stimulating view of urban primary schools which will inspire education professionals and academics alike. The Urban Primary School is essential reading for teachers and trainee teachers in urban primary schools, as well as for students of education, policy-makers, parents and school governors.

About the Author:
Meg Maguire is professor of Sociology of Education in the Centre for Public Policy Studies at King's College London

About the Author:
Tim Wooldridge is also a visiting lecturer at London Metropolitan University where he teaches on the BA Education Studies degree

About the Author:
Simon Pratt-Adams is Principal Lecturer for Quality, Learning and Teaching in the Department of Education, London Metropolitan University

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Product Details

  • ISBN-13: 9780335201761
  • Publisher: McGraw-Hill Companies, The
  • Publication date: 5/28/2006
  • Series: Education Series
  • Edition number: 1
  • Pages: 210
  • Product dimensions: 9.00 (w) x 6.00 (h) x 0.44 (d)

Table of Contents


Series editors' preface     viii
Acknowledgements     xi
Introduction     xii
Contextualizing the urban     1
Urbanization and its consequences     1
Theorizing the urban     6
Emergence of urban schools     8
Policy responses to the urban     12
Conclusion     15
Urban primary schools and urban children     17
Poverty and free school meals entitlement     20
Minority ethnic children and children for whom English is an additional language     24
School exclusions and attendance     27
Refugees and asylum seekers     29
Teacher recruitment, retention and the use of supply teachers     30
Conclusion     32
Teachers     34
Primary schooling and the role of the primary school teacher     34
How the research was carried out     36
About the teachers     37
Why teachers teach in urban areas     38
Rewards of working in an urban school     40
Challenge of urban schools     42
Teacher recruitment and retention in urban schools     45
Preparing to teach in urban schools     47
Conclusion     48
Headteachers     51
About the headteachers     53
Urban pressures, urban rewards     53
The urban challenge     55
Qualities required for headship     57
Need for support     58
Staying power     61
Changing the culture - towards success in urban primary schools     62
The new urban headteacher     63
Established urban headteachers     67
Experienced urban headteachers     68
Conclusion     69
Parents     72
Parental involvement: an overview     72
Rise of a parentocracy     75
Responsible parents and home-school partnerships     77
Parents as consumers     78
Parents as partners - factors of class     79
Parents as partners - factors of 'race'     80
New Labour and parents     81
Towards better partnerships     83
Conclusion     84
Supporting diversity     86
Space, place and diversity     86
Diversity and social identity     87
National Curriculum and diversity     90
Valuing and reflecting diversity in the classroom     91
Inequality and social identity in school     92
Responding to diverse needs - children categorized as refugees     94
Teachers, diversity and social identity     95
Conclusion     97
Social class     99
Introduction     99
Urban theory, social consumption and education     101
Class and schooling     102
Choice and class in primary/secondary transition     104
Children and choice in urban locales     106
Choosing/avoiding: the consequences for urban schools     109
Supporting and sustaining urban schools in a 'choosing' environment     110
Social capital and urban education     112
Conclusion     113
Learning in the city     115
Policy approaches towards learning in urban schools     115
Children's experiences of the city     119
Potential of the city in the curriculum     121
Curriculum and pedagogy in urban primary schools     123
Excellence in Cities     125
Conclusion     126
Social justice     128
Understanding social justice     128
Social justice and education policy approaches     130
Practical social justice decision making in urban primary schools     133
Selection and rationing     134
Individual needs and the common good     136
Fairness and recognition in centralized systems     138
Conclusion     140
A US perspective     142
Introduction     142
The US urban context     143
Overview of urban school reforms in the USA     146
Educational activities and programmes in urban communities in the USA     149
Contemporary initiatives to support urban elementary school education     152
Conclusion     155
Understanding the urban primary school     156
The main themes of this book     156
Moving forward     158
Bibliography     160
Index     177
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