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City Kids, City Schools: More Reports from the Front Row

reviewed by Megan Hopkins & Jacqueline D’warte - October 07, 2008

coverTitle: City Kids, City Schools: More Reports from the Front Row
Author(s): William Ayers, Gloria Ladson-Billings, Gregory Michie, and Pedro A. Noguera (Eds.)
Publisher: New Press, New York
ISBN: 1595583386, Pages: 384, Year: 2008
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Putting forth a call to action, the City Kids volumes ask educators to engage in a collective struggle to build a system that encourages “citizenship, participation, engagement, and democracy” (Ayers & Ford, 1996/2008, p. XI). In contrast to an education based on elitism, hierarchy, and competition, the editors advocate a liberating, humanistic education for urban youth. The first volume, originally published in 1996, sets the call in motion, and the second volume, published twelve years later, reveals how the struggle has been pursued over the years, even with massive shifts in educational policy. Both volumes contain a unique collection of works that offer a much-needed glimpse into city life, allowing readers to explore the experiences and strengths of urban youth, to appreciate the passion and perspectives of teachers, and to critically examine the complexities and contradictions of urban schools and communities. Education texts rarely present such wide-ranging topics that raise... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: October 07, 2008
https://www.tcrecord.org ID Number: 15400, Date Accessed: 6/12/2021 8:18:24 AM

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About the Author
  • Megan Hopkins
    University of California Los Angeles
    E-mail Author
    MEGAN HOPKINS is a doctoral student in the Division of Urban Schooling at the Graduate School of Education and Information Studies at the University of California Los Angeles. She is a former bilingual teacher and is currently involved in the preparation of teachers at UCLA. Her research interests include teacher education, bilingual education, and the preparation of teachers of English Learners. She recently participated in a dialogue about the effectiveness of Teach For America in the June 2008 edition of Phi Delta Kappan and co-authored a piece for the Conditions of Education in California 2008 report published by PACE. She has presented her research on teachers at the national meeting of the American Educational Research Association.
  • Jacqueline D’warte
    University of California Los Angeles
    JACQUELINE D'WARTE has fifteen years of K-12 teaching experience in Australia, the United Kingdom, and India specializing in ESL and Literacy Development. She is involved in Teacher Education and Literacy Professional Development in the US and is currently in a doctoral program at UCLA. Her primary research interest is the acquisition of Academic Literacy, in particular the place of oral language as a bridge to high-level literacy for urban elementary and secondary school students.
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