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 justice, teaching and
pedagogy, power and urban education, language issues, cultural
issues of urban schools as seen in the media, research in city
schools, aesthetics and the proximity of cultural institutions,
and education policy. Sixty one essays written by specialists in
teacher education; public policy; sociology; psychology; applied
linguistics; forestry; urban studies; school administration;
cultural studies; evaluation;