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Urban Education

by Edmund W. Gordon - 2003

The research literature on urban education has tended to focus on the problems of low-status minority groups, the complexity of urban school systems, and the financing and governance of such systems. Given this focus, the deeper problems and the significant opportunities associated with the condition of urbanicity have not yet been properly explored. This condition has several prominent features: a high degree of diversity and heterogeneity, conflicting lifestyles of people who live in close proximity, cultural richness, a concentration of material resources, ease of communication, geographic mobility, and the coexistence of fluidity and rigidity in institutional and personal behavior. Through the mass media, the characteristics of urbanicity have become a familiar part of most people's lives, even those who do not live in cities. From the perspective of urbanicity, educators should be most concerned about how the concentration of people, resources, and sources of stimulation found in urban society leads to interactions that have great potential for affecting human development.

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Cite This Article as: Teachers College Record Volume 105 Number 2, 2003, p. 189-207
https://www.tcrecord.org ID Number: 11539, Date Accessed: 7/24/2021 9:48:53 AM

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About the Author
  • Edmund Gordon
    Teachers College, Columbia University
    EDMUND W. GORDONís career spans professional practice as a minister, clinical and counseling psychologist, research scientist, author, editor, and professor. He is currently the Richard March Hoe Professor Emeritus and Director of the Institute of Urban and Minority Education (IUME) at Teachers College, Columbia University, John M. Musser, Professor of Psychology, Yale University, and a senior scholar at and advisor to the president of the College Board, where he cochaired the Taskforce on Minority High Achievement. He has published more than 175 articles and book chapters and written or edited more than 15 books. He is best known for his work on diverse human characteristics and pedagogy and the education of low-status populations. His most recent book Education and Social Justice: A View from the Back of the Bus was published by Teachers College Press in 1999. Supplementary Education; The Affirmative Development of Academic Ability and Teaching and Learning in Urban Communities will be published by Rowman and Littlefield Publishers and the College Board.
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