A commentary on the education of incarcerated African American adolescents.
The authors explore three assumptions in educational finance litigation: that dollars make a difference in outcomes, that courts and policymakers can develop standards for an "adequate" education, and that litigation will lead to equity in finance.
An introduction to the case of two urban middle schools engaged in reform with quite different results
A look at a middle school succeeding at school reform
A middle school presenting conflicting messages to immigrant students
Discussion Questions On the Reforms at Kousanar and Granite
Drawing on the enthographic and autobiographical accounts of segregated schools, the author develops the concept of politically relevant teaching rooted in utilizing knowledge of social inequalities to empower marginalized students.
This ethnographic study calls attention to the social construction of white racial identity among adolescent girls at a largely white single-sex high school.
The author argues that the commonly held definition of racism is both too broad (white privilege is an important race-related injustice yet is not racism) and too narrow (not all racist actions contribute to a system of advantage or power). A broadened conception of antiracist education goes hand in hand with a more complex understanding of racism itself.
This article follows the rise of the visiting teacher movement and considers the lessons for current efforts to develop school-linked social services.
During interviews with inner-city children, I made copious notes in shorthand to record
verbatim what the students said. After each session I prepared transcripts
of the interviews, which I then studied in order to identify
common themes in the responses. What follows are my perceptions
and inferences derived from my review of these transcripts. First, I
present six statements that summarize mv interpretations of the students'
comments in the language they used. Second, I identify some
key problems related to character education in inner-city schools—problems that were called to my attention as I studied the transcripts.
A report on five years of observations of Chicago school reform.
An illustration of the effects of racial and social class status as barriers to school reform
The teacher development project described in this article reveals ways in which the social consequences of poverty and racial marginalization may be crucial to the outcomes of educational reform in inner-city schools. The study demonstrates that educational reform can be affected by the economic, political, and cultural context of which a school is in large part a product. The author addresses the consequences of this educational embeddedness for school reform, and suggests that in order to create good schools in the inner cities, educational reform must be accompanied by other, more fundamental social changes.
The author argues that universities are as well equipped as and more obligated than most other social institutions to listen to, understand, and respond to problems in American society. The author suggests that the great universities of the 21st century will be judged by their ability to help solve the most urgent social problems.
With this article, I hope to provoke a broad-based conversation about urban public school reform--asking how parents are being positioned as subjects, but also as objects, of a struggle to resuscitate the public sphere of public education.
Examines three categories of theories on educating disadvantaged students in ghetto schools: institutional deficiency, developmental deficiency, and cultural deficiency. The discussion focuses on problems and solutions within the schools and society. It stresses the need for community commitment, social change, and strong leadership to help at-risk students.
A description of the "New Schools for New York" architectural study which asked architects to create innovative school designs.
An analysis of the conditions connected to dropping out of a New York City high school.
This article explores child and youth organizations created as a Socialist supplement to formal schooling in the early twentieth century. An examination of the Socialist party's views of educational policies is given.
This analysis of the turn of the century public policy debates on state provision of school meals brings to light the political forces that continue to determine the health and well-being of urban school children.
This chapter describes and analyzes events leading up to the
demand for decentralization of large-city school districts, focusing
particularly upon the experiences of New York and Los Angeles.
Identification of common patterns in developments associated with
the movement toward decentralization and community control provides
a basis for proposing further topics in the area of school district
government whose relevance to problems facing policy-makers
suggests that they should be the object of additional research. By
way of introduction, recent demands for the restructuring of city
school systems are contrasted with the press for greater centralization
in the first decades of the century and with more recent proposals
for metropolitan-wide administration of schools.
Given the importance of the elementary school to urban neighborhoods
and children in them, it is important to examine the forces
affecting it. The first half of the chapter explores sociopolitical
forces which press upon urban school districts, creating the need for innovation and change. The second half examines responses on
the part of educators and society to these forces for change.
Develops a conceptual framework which views the school as a subsystem of both the local community and of the larger society.
This article discusses the New Town movement and garden city planning and the combination of urban and rural values.
This article describes educational problems inherent in the modern metropolis.
This article discusses the importance of teacher attitudes and cultural orientation in successfully teaching in an inner city community.
This book is about metropolitanism. It deals with urbanism and
suburbanism only incidentally or in relation to the larger and more
inclusive concept. It looks at education from the point of view of the
metropolitan area as a whole.
For educational policy-makers, the fact of metropolitanism complicates
many of the problems with which they must deal and influences
the decisions they must make. It should be pointed out, however,
that not all of the problems in providing education are related
to or the result of metropolitanism. There are, of course, educational
problems that would exist even if the country had not become metropolitan.
It is the primary purpose of this chapter to examine the
basic socioeconomic and governmental trends and their implications
for education in metropolitan areas.