The Praeger handbook of urban education

Abstract

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