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Synopsis
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; 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.
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About the Author
Joe L. Kincheloe is the Canada Research Chair, Faculty Education, McGill University, Montreal, Canada. kecia hayes is a doctoral candidate in the Ph.D. program in urban education, The City University of New York (CUNY) Graduate Center. Karel Rose is professor of education and women's studies, Brooklyn College, and doctoral faculty, CUNY Graduate Center. Philip M. Anderson is professor and executive officer, Program in Urban Education, CUNY Graduate Center, and professor of secondary education and youth services, Queens College/CUNY.
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Urban Education (Paperback)
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Bloomsbury Publishing Plc, Lanham, 2007
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ISBN 13: 9781578866168
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Paperback. Condition: new. Paperback. 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; 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. 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 transform. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9781578866168
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Urban Education (Paperback)
Published by
Bloomsbury Publishing Plc, Lanham, 2007
ISBN 10: 1578866162
ISBN 13: 9781578866168
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Paperback. Condition: new. Paperback. 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; 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. 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 transform. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Seller Inventory # 9781578866168
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