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. The ten major sections cover: BLcontext of urban education BLrace and ethnicity BLsocial justice BLteaching and pedagogy BLpower and urban education BLlanguage issues BLcultural issues of urban schools as seen in the media BLdoing research in city schools BLaesthetics and the proximity of cultural insitutions BLeducation policy 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.
|Publisher:||Greenwood Publishing Group, Incorporated|
About the Author
JOE L. KINCHELOE is Professor of Education, The City University of New York Graduate Center and at Brooklyn College, where he served as the Belle Zeller Chair of Public Policy and Administration. He writes extensively and lectures around the world on issues of education, social justice, educational context and school reform.
KECIA HAYES is a Doctoral Candidate, Ph.D. program in Urban Education, The City University of New York Graduate Center, and a trustee of the Harlem Episcopal School, New York, NY. She has worked as an educator in a number of formal and informal settings. Her research focuses on ways in which social policy and practice influence children and parents of color in urban communities, as well as on the educational experiences of youth in criminal justice system.
KAREL ROSE is Professor of Education and Women's Studies, Brooklyn College, and Doctoral Faculty, The City University of New York Graduate Center. Recently honored by Brooklyn College with the Teacher of Excellence Award, Dr. Rose has worked extensively with K-12 teachers in the U.S. and abroad. Her work focuses on women's issues, African-American literature, the arts in general, and teacher education.
PHILIP M. ANDERSON is Professor and Executive Officer, Program in Urban Education, The City University of New York Graduate Center and Professor of Secondary Education and Youth Services at Queens College/CUNY. His numerous publications cover reading, English curriculum, cultural theories and schooling, teacher preparation, and curriculum theory and practice.
Table of Contents
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 SchoolProject, 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
Hollywood's Depiction of Urban Schools: Documentary or Fiction? by Amanda M. Rudolph
The Revolutionary Praxis of Punkore Street Pedagogy, by Joseph Carroll-Miranda and Curry Malott
Civil Right, Noble Cause, and Trojan Horse: News Portrayals of Vouchers and Urban Education, by Eric Haas
Cultural Studies & UE
Utilizing Carino in the Development of Research Methodologies, by Jeffrey M. R. Duncan-Andrade
Tangling the Knot While Loosening the Strings: Examining the Limits and Possibilities of Urban Education for African American Males, by Anthony L. Brown and Keffrelyn D. Brown
Multi-sited Ethnographic Approaches in Urban Education Today, by Greg Dimitriadis and Lois Weis
Objectivity in Educational Research: The Quest for Certainty Between the 1950's and 70's, by Greg Wiggan, Ph.D.
Aesthetics & UE
In the Middle: An Artist/Researcher Experiences Urban Reform, by Joanne Kilgour Dowdy, Ph.D.
Aesthetics and Urban Education: Urban Learners' Affirmation and Transformation through Arts and Human Development Education, by Kent Seidel with Imelda Castaneda-Emanaker
Aesthetic Consciousness and Dance Curriculum: Liberation Possibilities for Inner City Schools, by Donald Blumenfeld-Jones
Creating Connections, Shaping Community: Artists/Teachers in Urban Contexts (Urban Gypsies), by Gene Diaz
Urban Art Museums and the Education of Teachers and Students, Victoria Ramirez
The Arts in Urban Education, by Merryl Goldberg
Cities: Contested Aesthetic Spaces, by Karel Rose
Ed Policy & UE
System-to-System Partnership as a Reform Strategy for Urban Schools, by Marleen C. Pugach, and "et. al"
Diversity-Security Challenges for Urban School Planning and Change, by Carol A. Mullen, Ph.D