Changing Urban Education

Description

Changing Urban Education considers the way we approach teaching and learning in the urban context and examines the debates concerning developments in wider social, cultural, political and economic contexts. Grounded in a strong conceptual, theoretical framework, this accessible text will guide the reader through this evolving area. Reflective exercises, interviews, chapter summaries and useful websites will encourage and support student learning and the application of new concepts. Recent debates and developments are considered, including: * The city as a social, cultural and economic resource * Virtual communities * The impact of the forces of globalisation on urban education * Challenging schools and urban policy * Mobile urban learning Changing Urban Education is essential reading for undergraduate and postgraduate students on education studies and related courses.

Simon Pratt-Adams is Head of the Department of Education in the Faculty of Health, Social Care and Education at Anglia Ruskin University, UK. Elizabeth Burn is a retired academic with substantial experience of teaching in urban schools and higher education. She has researched extensively in the field of social justice and is now involved in setting up a community theatre for disadvantaged teenagers. Meg Maguire is Professor of Sociology of Education at King's College London, UK. Richard Race is Senior Lecturer in Education and MA Education Programme Convener in the School of Education at Roehampton University, UK. He is co-author of Advancing Race and Ethnicity in Education (2014) with Vini Lander and is co-series editor of Policy and Practice in the Classroom with Alaster Scott Douglas and Barbara Read. Simon Pratt-Adams is Head of the Department of Education in the Faculty of Health, Social Care and Education at Anglia Ruskin University, UK.

'Changing Urban Education provides a stimulating and critical compendium for urban teachers, including those who are experienced, new and still in teacher education, and who are committed to more socially just pedagogies and curriculum for working class students. Here are both the intellectual and practical resources for teachers to reclaim and justify pedagogies, policies and curricula of hope to change urban schools in changing contexts against failed and reductive neo-liberal agendas.' Bob Lingard, Professorial Research Fellow, University of Queensland, Australia 'This is one of the few books to come out of this country which takes seriously the idea that urban education is different, and that what makes it different deserves serious attention. Pratt-Adams and his colleagues avoid the cliches of urban schools as places of unmitigated failure and ask us to look more deeply at the urban. They invite us to explore the way the urban is lived and imagined, the inequalities and injustices it generates, but also the rich resources and possibilities it offers. The scope of the book is impressive, both in terms of the urban contexts that are reviewed and the theoretical resources that are brought to bear on understanding those contexts. Yet, at the same time, the book is firmly grounded in practice and experience, inviting readers to reflect on their own urban lives and their own experiences of urban schools. It is aimed primarily at those who are studying for Education Studies degrees. They will find it invaluable, and I shall certainly be recommending it to my students. However, it deserves to be read more widely by anyone with an interest in urban education, or in social justice issues in education.' Alan Dyson, Professor of Education, University of Manchester, UK