The Praeger Handbook of Urban Education [Two Volumes]

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Joe L. Kincheloe, ed., Kecia Hayes, Karel Rose, Philip M. Anderson, ed.

ISBN: 0-313-33324-6

ISBN-13: 978-0-313-33324-8

DOI:

680 pages

Praeger Publishers

Publication: 3/30/2006

List Price: $224.95 (UK Sterling Price: £155.95)

Discount Price: $112.48 Sale Price for U.S. Customers Only. Save 50%. Ends 12/31/2009.

Availability: In Stock

Media Type: Hardcover

Trim Size: 7 x 10

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Reviews:

The articles in this set cover a wide range of social, cultural, psychological, and pedagogical topics providing educators with essential background information on the issues relevant to urban education. The No Child Left Behind Act, race and ethnicity, social justice, and language are some of the subjects addressed. Well-organized and concise.
—Curriculum Connections School Library Journal April 2007
Emphasis on urban education is sorely needed, and this two-volume series of readings is more than adequate in filling that need and shifting the paradigm of educational theory to current concerns in the urban context....The articles engage readers in examining theory and practice with a grounding in democratic education, often with critical theory or postmodern thought....This is essential reading for not only urban educators, but also for educators, as well as administrators and others invested or interested in the current educational terrain of this country. Recommended.
—Library Media Connection January 2007
[T]he Handbook reveals the lack of research and abundance of anecdote that marks knowledge production in this field....[t]heir descriptions or a critical urban pedagogy are an important contribution. New teachers in urban schools need to understand the children they will teach. They need also to question their assumptions, and, for many, they need to be willing to acknowledge that they are not in Kansas anymore.
—MultiCultural Review Winter 2006
Sixty one essays written by specialists in teacher education; public policy; sociology; psychology; applied linguistics; forestry; urban studies; school administration; cultural studies; evaluation; and linguistics provides a blueprint for scholars, teachers, parents, urban politicians, school administrators, policy professionals, and others seeking to understand the situation of the urban schools across America today.
—Library Media Connection August/September 2006
Written by a mixture of education school faculty, graduate students, and practicing schoolteachers and administrators, this work is aimed at urban teachers and the faculty who teach them; both groups usually come from very different socioeconomic backgrounds than their urban students. Many of the topics range well beyond the traditional boundaries of education, and reflect the major force for socialization that schools have become for today's children. Included are articles on street vendors, parenting styles of low-income African American parents, Saturday remediation programs, globalization's impact on urban education, the media's portrayal of city schools, and the role of cultural and art institutions in the life of a city. The underlying message focuses on the need to improve urban education through fundamental rethinking and reshaping. Most essays have extensive bibliographies. Recommended. Lower-level undergraduates and above; general readers.
—Choice 10/1/2006

Description: 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.

Title Features:
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.

Table of Contents:

Introduction
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
Social Justice
Participatory Democratic Education: Is the Utopia Possible? Porto Alegre's Citizen School Project, Possible? by Luis Armando Gandin and Gustavo E. Fischman
Teaching/Pedagogy
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 Depicti

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.


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