This second handbook offers all new content in which readers will find a thoughtful and measured interrogation of significant contemporary thinking and practice in urban education. Each chapter reflects contemporary cutting-edge issues in urban education as defined by their local context. One important theme that runs throughout this handbook is how urban is defined, and under what conditions the marginalized are served by the schools they attend.
Schooling continues to hold a special place both as a means to achieve social mobility and as a mechanism for supporting the economy of nations. This second handbook focuses on factors such as social stratification, segmentation, segregation, racialization, urbanization, class formation and maintenance, and patriarchy. The central concern is to explore how equity plays out for those traditionally marginalized in urban schools in different locations around the globe. Researchers will find an analysis framework that will make the current practice and outcomes of urban education, and their alternatives, more transparent, and in turn this will lead to solutions that can help improve the life-options for students historically underserved by urban schools.
|Publisher:||Springer International Publishing|
|Series:||Springer International Handbooks of Education Series|
|Edition description:||1st ed. 2017|
|Product dimensions:||6.10(w) x 9.25(h) x (d)|
About the Author
William T. Pink is Professor Emeritus of Educational Policy and Leadership studies in the College of Education at Marquette University, where he has served as both department chair and as director of the doctoral program. He has published widely in the areas of delinquency, sociology of education, and educational reform. He has been the co-editor of The Urban Review (Springer) since 1978, co-editor of a book series entitled, Understanding Education, Social Justice, and Policy (Hampton Press), and co-editor of the book series entitled Education, Equity, Economy (Springer), both with George Noblit. He was recently appointed as Associate Editor of The Oxford Research Encyclopedia of Education (Oxford University Press). His most recent books are Cultural Matters: Lessons Learned from Field Studies of Several Leading School Reform Strategies (Hampton Press, 2005), the International Handbook of Urban Education (Springer, 2007), and Schools for Marginalized Youth: An International Perspective (Hampton Press, 2012).
George W. Noblit is Joseph R. Neikirk Distinguished Professor of Education at the University of North Carolina at Chapel Hill. His research has focused on urban education, race and equitable schooling, and qualitative research methods. He is an award winning scholar, most recently of the Mary Anne Raywid Award for Distinguished Scholarship from the Society of Professors of Education. His most recent books are School desegregation: Oral histories toward the understanding the effects of White domination (Sense Publishers, 2015) and (co-edited with William Pink) Education, equity and economy: Crafting a new intersection (Springer, 2016). He is the co-editor of The Urban Review. He was also co-editor of the International Handbook of Urban Education (Springer, 2007) which was the predecessor to this volume. Most recently, he is founding Editor-in-Chief of the Oxford Research Encyclopedia of Education, a global, online, continually revisable repository of education research.
Table of Contents
Introduction: Globalised Urban Education: Tracking Change; William T. Pink and George W. Noblit.- Africa.- 1 Urban Education and Inclusion in Africa: Section Editor’s Introduction; Sulochini Pather.- 2 The Possibilities Offered by Inclusive Education in Addressing the Challenges of Urban Education; Sigamoney Naicker.- 3 Financing of Inclusive Education in Urban Settings of Swaziland; Cebsile P. Nxumalo.- 4 Trends of Inclusive Education and Impediments in Urban Schools of Ethiopia; Yirgashewa Bekele.- 5 Tackling Education of Girl Child with Disability in Urban Settings of Uganda; Lawrence Eron and Paul Emong.- 6 Role of Urban Non-Formal Education in Inclusive Education Provision in Nairobi Kenya; Martin Mwongela Kavua.- Asia.-
1 How Nation-States Respond to the Impacts of Migration, Immigration and Ethnic Diversity in the Context of Globalization in India, China, Japan, Korea and Singapore: Section Editor’s Introduction; Xue Lan Rong.- 2 Engaging Identities and Cultures in a Globalized, Postcolonial India: Implications for Decolonizing Curriculum and Pedagogy; Nina Asher.- 3 The Education Issues of the Children of Internal Migrant Workers in China; Shizhan Yuan, George Noblit and Xue Lan Rong.- 4 Promises and Practices: A Case Study on Compulsory Education Policy Implementation in a Large Migrant-Inflow City in China; Shuyin Liu, Wenyang Sun and Elizabeth Barrow.- 5 Transnational Migration and Urban Education in Japan; Kaori Okano.- 6 Multicultural Education in Korea; Insil Chang.- 7 Rethinking Diversity in South Korea: Examining the Ideological Underpinnings of Multicultural Education Policies and Programs; Ji-Yeon O. Jo and Minseung Jung.- 8 Educating All Children in Multicultural, Multilingual Singapore: The Quest for Equity Amidst Diversity; A. Lin Goodwin and Ee Low Ling.- Eastern Europe.- 1 Urban Education in Eastern Europe: Section Editors’ Introduction; Victoria Showunmi.- 2 Contemporary Educational Problems and Major Challenges as a Part of Curriculum Changes in Croatia: A Multiple Perspectives Insight; Dijana Vican.- 3 Urban School Culture in Croatia: Student Empowerment or Spirit Impoverishment? Anđelka Peko and Rahaela Varga.- 4 Habitus of Multilingual Children and Youths in Urban Areas in Eastern Croatia; Klara Bilić Meštrić.- India.-
1 Urban Education in India: Section Editor’s Introduction; Geetha B. Nambissan.- 2 Homogenized Educational Imagination and Polarized Educational Opportunities: Schooling in Contemporary Kolkata; Manabi Majumdar.- 3 The City, Education and Social Mobility: Women’s Narratives from Delhi; Divya Vaid.- 4 Education in the ‘Sanskarnagari’: Baroda, Provincial Capital of a ‘Progressive’ Princely State in the Late Nineteenth and Early Twentieth Century; Nandini Manjrekar.- 5 Closed City ‘Spaces’: Differential Access to Education in Vijayawada, South India; N Purendra Prasad.- 6 Production of an ‘Educational’ City and its Urban Sprawl: Education Economy and Re-Structuring of Kota in India; S. Srinivasa Rao.- 7 On the Margins of ‘Opportunity': Urbanisation and Education in Delhi's Metropolitan Fringe; Radhika Menon.- Latin America.- 1 Urban Education in Latin America: Section Editor’s Introduction; Belmira Oliveira Bueno.- 2 Schooling Processes and the Indigenous Peoples in Urban Contexts in Mexico; Gabriela Czarny.- 3 Public Education Policies in Chile: Tensions and Conflicts in the Ongoing Reforms; Sebastian Donoso-Diaz and Moyra Castro-Paredes.- 4 Evaluation and Accountability in Large-Scale Educational System in Chile and its Effects on Student’s Performance in Urban Schools; Maria Luisa Quaresma and Juan Pablo Valenzuela.- 5 The Inclusive Potential of Secondary Education in Brazil. Contributions for an Analysis of Juvenile Trajectories After Secondary School; Nora Krawczyk and Edna Y. Taira.- 6 1-1 Model and the Reduction of the Digital Divide: Conectar Igualdad in Argentina; Silvina Gvirtz and Esteban Torre.- 7 School, Religion and Intolerance: On Laic School and Religious Conflicts in Brazil; Marcelo Andrade and Pedro Teixeira.- 8 Public Policies on Deaf Education. Comparative Analysis Between Uruguay and Brazil; Leonardo Peluso Crespi, Juan Andres Larrinaga, Ana Claudia Balieiro.- 9 The Teaching Profession in Latin America: Change Policies and the Challenges of Poverty and Exclusion; Cristian Cox, Carlos Beca and Marianela Cerri.- Nordic.- 1 Urban Education in the Nordic Countries: Section Editors’ Introduction; Elisabet Ohrn and Gaby Weiner.- 2 Marketization of the Urban Educational Space; Lisbeth Lundahl.- 3 Social Class, Inclusion and Exclusion – Teacher and Student Practices in Norwegian Urban Education; Anne-Lise Arnesen.- 4 Educating ‘Euro-Citizens’: A Study of a Vocational Upper Secondary Programme in Health Care and Social Services in a Finnish (Sub)urban Setting; Sirpa Lappalainen.- 5 ‘We Are Not Interested in Knowledge for its Own Sake. Knowledge Should Be Put Into Motion…’ Young Adults, Social Mobilization and Learning in Poor, Multi-Ethnic Suburbs in Sweden’s Metropolitan Districts; Ove Sernhede.- 6 Young People and Local Power Geometries in Helsinki. The Intertwining of Social Class, Gender and Ethnicity in Public Spaces; Tarja Tolonen.- North America.- 1 Urban Education in North America: Section Editor’s Introduction; Paula Groves Price.- 2 Why race still matters in urban education: Critical race theory and urban education; M. Alexander Evans, Nancy Cardenas and Adrienne D. Dixson.- 3 The More Things Change: Durable Inequalities and New Forms of Segregation in Canadian Public Schools; Gillian Parekh and Rubén Gaztambide-Fernández.- 4 Resistance Wisdom and Grassroots Urban Education: Lessons from Detroit; John Lupinacci.- 5 “Hold Up, Wait a Minute, Let me Put Some Freedom In It”: Hip-Hop Based Education and the Freedom School Experience; Kristal Moore Clemons, Paula Groves Price and Kawachi A. Clemons.- 6 Latina Urban Education: At the crossroads of intersectional violence; Kathy Mariscal, Yesenia Velasquez, Arturo Agüero and Luis Urrieta.- 7 Keeping the Dream Through the CARE Model:Examining Strategies to Bridge the Gaps in Education Among Urban Youth; Tiffany Hollis and Ramon B. Goings.- Oceania.- 1 Introduction to ‘Oceania’ section; James G. Ladwig.- 2 Urban education across the post-colonial, post-Cold War South Pacific:
Changes in the trans-national order; Michael Singh.- 3 Urban education, work, and social mobility in Oceania: World-systems patterns, and limits, for peripheral zones; Tom Griffiths.-
4 Middle-class school choice in the urban: educational campaigning for a public school; Emma Rowe.- 5 Two Worlds Apart: Indigenous Community Perspectives and Non-Indigenous Teacher Perspectives on Australian Schools; Jay Phillips and Allan Luke.- United Kingdom.- 1 Urban Education in the United Kingdom: Section Editor’s Introduction; Kalwant Bhopal.- 2 Histories of Urban Education in the United Kingdom; Gary McCulloch.- 3 Wealth, Inequalities and ‘Hidden Injuries’ in the Global City: Educational Policy in London; Meg Maguire.- 4 Knowing Your Place? The Urban as an Educational Resource; David James.- 5 Race Matters: Urban Education, Globalization and the 21st Century; Gill Crozier.- 6 ‘Closing the Achievement Gap’ in English Cities and Towns in the Twenty-First Century; Geoff Whitty and Jake Anders.- Migrant Children in Urban Schools in Ireland – being valued differently? Dympna Devine.- 8 ‘I trust them more than I trust myself’: Detached Streetwork, Young People and the Building of Social Capital in Scottish Urban Communities; Ross Deuchar, Johanne Miller and Lisa Borchardt.- Western Europe.- 1 Urban Education in Western Europe: Section Editor’s Introduction; Francesca Gobbo.- 2 Bittersweet success. The impact of academic achievement among the Spanish Roma after a decade of Roma inclusion; Bálint-Ábel Bereményi and Sílvia Carrasco.- 3 Trans-/Locally Situated: Informal Educational Processes and the Emergence of a New Urban Civil Society in “Post-Migrant“ Berlin; Jens Adam and Alik Mazukatow.- 4 Identity and Diversity: The educational challenge in urban contexts; Wom,an.ed (Paola Giorgis, Isabella Pescarmona, Rebecca Sansoé, Elisa Sartore and Federica Setti).- 5 Bringing Up The Babies: Men Educators in the Municipal Nursery Schools of an Italian Town; Francesca Gobbo.- 6 School choice, school markets and children’s urban socialization; Clément Rivière and Sonja Kosunen.- 7 Urban education in Austria – ‘repression’ of the topic and a ‘reversed’ political agenda; Lorenz Lassnigg.- 8 Growing up in Europe’s backyard: researching on education and youth in Portuguese poor suburban settings; Sofia Marques da Silva and Pedro Abrantes