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