The Praeger Handbook of Urban Education, Volume 1

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Greenwood Publishing Group, 2006 - Education, Urban - 623 pages
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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.
 

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Contents

The Context of Urban Education
1
THE MILITARIZED ZONE
10
REDEFINING EDUCATIONAL SPACES IN THE URBAN CONTEXT
19
THE SIGNIFICANCE OF URBAN STREET VENDORS
27
WHY SHOULD URBAN EDUCATORS CARE ABOUT COMMUNITY ORGANIZING TO REFORM SCHOOLS?
35
RaceEthnicity and Urban Education
47
TRANSFORMING URBAN EDUCATIONAL PRACTICE
59
DILEMMAS CONFRONTING URBAN PRINCIPALS IN THE POSTCIVIL RIGHTS ERA
70
SUBSTITUTE TEACHING IN URBAN SCHOOLS
179
DEVELOPING SCHOLARPRACTITIONER LEADERS IN THE URBAN EDUCATION IN CRISIS
188
TOWARD A TRANSFORMATIONAL PARADIGM OF PARENT INVOLVEMENT IN URBAN EDUCATION
196
REWRITING THE CURRICULUM FOR URBAN TEACHER PREPARATION
208
RETHINKING LEARNING AND MOTIVATION IN URBAN SCHOOLS
217
THE TESTING MOVEMENT AND URBAN EDUCATION
227
CREATING A LEARNING COMMUNITY FOR URBAN COMMUTING ADULT STUDENTS IN AN INTERDISCIPLINARY STUDIES PROGRAM
241
A CRITIQUE OF ZERO TOLERANCE IN SCHOOL DISCIPLINE
250

INFUSING AN AFRICANAMERICAN EDUCATIONAL IDEOLOGY INTO THE URBAN EDUCATION DISCOURSE
77
WHITENESS IN TEACHER EDUCATION
101
SHOULD THE HOLOCAUST BE TAUGHT IN URBAN SCHOOLS?
112
IDENTITY AND PEDAGOGY FOR AN INNERCITY STUDENT TEACHER
121
THE DYING GROUP
131
Social Justice
135
Teaching and Pedagogy
143
ISSUES AND CHALLENGES
153
CONTEMPLATIVE URBAN EDUCATION
161
CONFLICT RESOLUTION STRATEGIES FOR INNERCITY YOUTH
170
PROBLEMS AND PROMISES
263
A COAUTOETHNOGRAPHY
273
IMAGINING POSSIBILITIES
282
CRITICAL THEORY VOICE AND URBAN EDUCATION
289
THE NEED FOR FREE PLAY IN NATURAL SETTINGS
303
ANY GIVEN SATURDAY
312
THE DICHOTOMOUS DEFINITION OF URBAN EDUCATION
324
A POSTMODERN APPROACH TO LEARNING
330
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About the author (2006)

JOE L. KINCHELOE is Professor of Education at the City University of New York Graduate Center and Brooklyn College where he has served as the Belle Zeller Chair of Public Policy and Admnistration. He is the author and editor of numerous books and articles, most notably "The Sign of the Burger: McDonald's and the Culture of Power" and "Measured Lies: The Bell Curve Examined." Shirley R. Steinberg is Associate Professor Education at Brooklyn College. She is the senior editor of "Taboo: The Journal of Culture and Education" and the author and editor of many books and articles, most notably "Kinderculture: The Corporate Construction of Childhood" and "Measured Lies: The Bell Curve Examined.

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