Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism ; and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of "urban education" and treating them as a specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only (...) the broadest of levels. In short, urban education remains an ill-defined concept. This comprehensive volume addresses this definitional challenge and provides a 3-part conceptual model in which the achievement of equity for all -- regardless of race, gender, or ethnicity – is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems _accountability_ of individuals and the institutions in which they work, _leadership_, which occurs in multiple ways and at multiple levels, and _learning_, which is the raison d'être of education. Just as a three-legged stool would fall if any one leg were weak or missing, each of these areas is essential to effective urban education and affects the others. (shrink)

Implementing new school reforms in school practice is extremely challenging mostly because of teacher resistance to change, or uncertainty, fear, or nostalgia for the previous curriculum. Since 2016 a new preschool curriculum including a new early literacy curriculum has been in force in Slovakia. The aim of the study is to assess how well teachers follow the requirement to use a variety of texts in the classroom to promote early literacy development. The analysis is performed on 138 observations out of (...) a total of 215 structured observations, in which teachers used a text as part of an educational activity. The predominant use of narrative texts is linked to more traditional early literacy activities; however, the employment of different text genres relates to the use of different sources of text presentation, engagement with different ways of working with the text and is accompanied by different reading activities. (shrink)

Jean Anyon's groundbreaking new book reveals the influence of federal and metropolitan policies and practices on the poverty that plagues schools and communities in American cities and segregated, low-income suburbs. Public policies...such as those regulating the minimum wage, job availability, tax rates, federal transit, and affordable housing...all create conditions in urban areas that no education policy as currently conceived can transcend. In this first book since her best-selling _Ghetto Schooling_, Jean Anyon argues that we must replace these federal (...) and metro-area policies with more equitable ones so that urban school reform can have positive life consequences for students. Anyon provides a much-needed new paradigm for understanding and combating educational injustice. Radical Possibilities reminds us that historically, equitable public policies have been typically created as a result of the political pressure brought to bear by social movements. Basing her analysis on new research in civil rights history and social movement theory, Anyon skillfully explains how the current moment offers serious possibilities for the creation of such a force. The book powerfully describes five social movements already under way in U.S. cities, and offers readers interested in building this new social movement a set of practical and theoretical insights into securing economic and educational justice for the many millions of America's poor families and students. (shrink)

This article explores the dynamic between Black youth and their teachers through an exploration of an approach to teaching and learning embedded in the complex cultural knowledge(s) of this population. It interrogates the concepts of ratchedemics and reality pedagogy as both philosophy and practice for moving past the framing of particular populations as dystopian and non-academic in the pursuit of the mirage of urban educational utopia.

In reference to historical developments, this article introduces the topic of this special issue of Theoretical Medicine and Bioethics, that is, the relationship(s) between theory and practice. The authors emphasize the need for scientific research in this neglected area for the sake of both clinical practice and medical education.

Commemorating the life and work of Dr John Bennett; his lifelong contribution to Early Childhood Education and Care, and his ongoing influence on policy, research and practice in this field, In Search of Social Justice is a tribute to a preeminent scholar and his vision for an equitable and high-quality start for all children. Working tirelessly to raise the profile of Early Childhood Education and Care, and prioritise the rights and well-being of children and families in national and (...) international policy, John Bennet played an invaluable role in improving the position of young children globally. In Search of Social Justice takes John's legacy as a starting point for critical examination of the changing discourse on Early Childhood Education, and argues for the continued relevance of his approach. Drawing on personal reflections, vignettes and testimonials from eminent authors who shared their professional lives with him, the book foregrounds John's insistence that we must continue to shape policy and provision through inquiry, high-quality evidence, passion and persistence, improving the early experiences of all young children. As much a celebration of John's work and achievements, as a call to collective action towards achieving his vision for equitable, quality early childhood education and care, this is a fascinating read for students, researchers and activists in the field of Early Childhood Education and Care. (shrink)

Background: A growing body of evidence about nurses’ ethical conflicts has been added to nursing science in recent decades, but no research has been done in Estonia. Ethical conflicts are a cultural and context sensitive phenomenon, so the historical, legal, social, economic and political backgrounds and position of nursing have had an impact on ethical conflict experiences. Aim: Describe nurses’ experiences of ethical conflicts. Method: A qualitative, descriptive study was conducted among nurses (n = 21) in May-October 2018 in Estonia. (...) The data were collected in the form of semi-structured individual interviews and analysed using the inductive content analysis method. Ethical considerations: Due to the sensitive nature of the research topic, only individual interviews were carried out. Findings: Nurses’ ethical conflicts were related to situations that violated the rights, safety or well-being of the patient or relatives, caused them suffering, were against their will or threatened nurses’ dignity and professionalism through a variety of practices, attitudes and relationships. The insufficiency of patient care and professional collaboration emerged as important sources of nurses’ ethical conflicts and were connected to historical and societal factors. Conclusions: In order to achieve good quality of care, nurses need to have appropriate education and organisational support to carry out ethical daily care. More research is needed to understand the multidimensional cultural and contextual knowledge of ethics and nurses’ ethical conflicts. (shrink)

(2006). BOOK REVIEW: Perspectives on Policy: Radical Possibilities: Public Policy, Urban Education, and a New Social Movement, by Jean Anyon. Educational Studies: Vol. 40, No. 3, pp. 322-327.

More Urban Myths About Learning and Education: Challenging Eduquacks, Extraordinary Claims, and Alternative Facts examines common beliefs about education and learning that are not supported by scientific evidence before using research to reveal the truth about each topic. The book comprises sections on educational approaches, curriculum, educational psychology, and educational policy, concluding with a critical look at evidence-based education itself. Does playing chess improve intelligence? Should tablets and keyboards replace handwriting? Is there any truth to the (...) 10,000-hour rule for expertise? In an emerging, conversational style, authors Pedro de Bruyckere, Paul A. Kirschner, and Casper D. Hulshof tackle a set of pervasive myths, effectively separating fact from fiction in learning and education--back cover. (shrink)

This book explores the complex and multi-layered relationships between democracy and play, presenting important new theoretical and empirical research. It builds new paradigmatic bridges between philosophical enquiry and fields of application across the arts, political activism, children's play, education and political science. Play and Democracy addresses four principal themes. Firstly, it explores how the relationship between play and democracy can be conceptualized and how it is mirrored in questions of normativity, ethics and political power. Secondly, it examines different aspects (...) of play in urban spaces, such as activism, aesthetic experience, happenings, political carnivals and performances. Thirdly, it offers examples and analyses of how playful artistic performances can offer democratic resistance to dominant power. And finally, it considers the paradoxes of play in both developing democratic sensibilities and resisting power in education. These themes are explored and interrogated in chapters covering topics such as aesthetic practice, pedagogy, diverse forms of activism, and urban experience, where play and playfulness become arenas in which to create the possibility of democratic practice and change. Adding extra depth to our understanding of the significance of play as a political, cultural and social power, this book is fascinating reading for any serious student or researcher with an interest in play, philosophy, politics, sociology, arts, sport or education. (shrink)

An enduring concern for educational policy in many affluent countries is the endemic nature of educational inequalities that are predominately located in poor urban contexts. Given the inabilities of school reform per se to deal with these inequalities, the paper focuses on issues of scarcity and spatial processes that are implicated in the formation of young people's educational identities – identities that then mediate the conversion of educational resources into educational attainments or achievements.

Introduction TEMPE (Teaching Ethics: Material for Practitioner Education) is a two-year research project (2000-2002) funded by the European Commission ...

In a process of emancipatory collective education proposed by the Urban Boundaries Project, this paper discusses the importance of the educational process not as cloistered but as critical tool to the current hegemonic system, and thus its roots in our situationality, as well as in our relations of survival. The concept of love as a political category will be argued from the modes of production of the urban human beings and its relations among the productive forces, the (...) relations of production, and the conscious bodies. Disturbing choices made in the dialogical exercise, from a victimization posture to a free collective subject rooted in or identified with a particular form of life, supports this argument. (shrink)

In the past decade, significant social movements emerged in South Africa, in response to specific urban challenges of injustice or exclusion. This article will interrogate the meaning of such urban social movements for theological education and the church. Departing from a firm conviction that such movements are irruptions of the poor, in the way described by Gustavo Gutierrez and others, and that movements of liberation residing with, or in a commitment to, the poor, should be the locus (...) of our theological reflection, this article suggests that there is much to be gained from the praxis of urban social movements, in disrupting, informing and shaping the praxis of both theological education and the church. I will give special consideration to Ndifuna Ukwazi and the Reclaim the City campaign in Cape Town, the Social Justice Coalition in Cape Town, and Abahlali baseMjondolo based in Durban, considering these as some of the most important and exciting examples of liberatory praxes in South Africa today. I argue that theological education and educators, and a church committed to the Jesus who came ‘to liberate the oppressed’, ignore these irruptions of the Spirit at our own peril. (shrink)

This study aims to examine how interdisciplinary urban interventions within architectural education can effectively address social justice issues. Motivated by the growing need for inclusive and equitable urban spaces, this research explores the potential of collaborative design and participatory research methods to foster social awareness and community engagement. Focusing on student-led projects in cities such as Houston, San Diego, and Amsterdam, this study addresses social justice challenges across themes like Art Activism, Tactical Urbanism, environmental justice, and gender (...) equity. Using case study analysis, digital mapping, and poster creation as core methodologies, the research demonstrates the value of multi-scalar, interdisciplinary approaches in tackling complex urban problems. The key findings highlight that integrating these approaches into architectural education promotes critical engagement with social justice issues, equipping students with practical skills for future professional challenges. The implications suggest that expanding this framework to diverse urban contexts could enhance its impact, offering a foundation for further studies on interdisciplinary design as a tool for urban equity. (shrink)

This book is a series of original strategies that teacher educators, teacher candidates and practicing teachers can use to think critically about issues of equity, diversity, opportunity, and social justice in urban education.

Using data from the authors' 1998-99 survey of 1,040 eighth graders in Wuhan, China, this study explores the differences between single-girl and single-boy families with regard to parental expectation and investment in children's education, children's own educational aspirations, and mathematics performance. The authors found that contrary to the known intrafamily discrimination against girls common among families of pre-one-child generations and still common among contemporary rural families with more than one child, there are no gender differences related to education (...) between single-girl and single-boy families in modern urban China. The authors found equally high educational aspirations and similar mathematical performance for male and female only children. They suggest that this gender equality in education is an unintended consequence of the one-child-per-family policy and that under China's current social and economic conditions, girls are better off living in one-child families in the big cities of modern China. (shrink)

This book examines some of the changes that are taking place in Tok Pisin, an English-based pidgin, as it becomes the native language of the younger generation of rural and urban speakers.

The present paper is about the author’s current research on children’s education in urban contexts. It departs from the rising offer of programmes for school children in out-of-school contexts (e.g. museums, libraries, science centres). It asks what makes these practices educational (and not just interesting, entertaining and/or audience building). Based on Biesta ( 2006a , 2010 ) theory of education, the author frames and analyses the educational characteristics of, and possibilities of articulating, in and out-of-school educational practices. (...) This paper aims at understanding if the occasional outing from primary school premises promotes interruptions in the humanist foundations of school. In order to analyse relations between different institutions and professionals (to be) engaged in educational activities and programmes, Nóvoa ( 2002 , 2009 ) essays will be brought to the discussion, namely his conception of the ‘Public Space of Education’—as a space where culture, education, arts, sports and leisure are shared responsibilities, and where diverse institutions are networked aiming towards societal pluralism. I argue for the possibility of using cities’ public spaces as contexts with a worldly quality to complexify children’s education. Nevertheless, I draw attention to the unbearable educational lightness that these practices may carry if they do not go beyond the praise of chance; as well as to their unsustainable weight if they perpetually repeat school’s normal orders and add up rational discourses. (shrink)

In this age of migration and transnationalism, it is imperative to take account of migratory experiences and lives of transmigrant teachers, who exhibit multiple ways of belonging and knowing. Informed by the theoretical framework of transnationalism and flexible citizenship, this study investigates two Asian transmigrant teachers who work in urban bilingual schools in the U.S. and examines how and why they are involved in their particular transnational mobility, professional choices, and educational activities. The findings show that transmigrant teachers’ border (...) crossings were motivated by economic as well as personal and educational necessities. After relocation to the U.S., they adopted specific residential and professional strategies to create transnational and multilingual networks with their homelands. They also demonstrated flexible attitudes towards citizenship, aspiring to continue their mobile lives. This study makes a contribution to the growing literature on contemporary migrants by shedding light on transmigrant teachers’ personal, professional, and teaching lives, which are marked by spatial fluidity and ongoing transnational practices. (shrink)

(2008). Charting “Unexplored Territory” in the Social Foundations: Pedagogical Practice in Urban Teacher Education. Educational Studies: Vol. 43, No. 3, pp. 229-245.

The purpose of this paper is to study the optimal development of out-of-school art education and training institutions for primary school students in China. (1) A comprehensive research and sorting out of the existing primary school students' out-of-school art education training institutions, including the overall number of institutions, teaching subjects, and classifying them to summarise the overall characteristics of primary school out-of-school art education institutions in Chengdu. (2) Conduct questionnaire surveys and interview studies on primary school students, (...) students' parents, heads of primary out-of-school art education institutions, and governmental supervisors of primary out-of-school art education institutions, respectively, to summarise the current problems. (3) The questionnaire survey data and interviews were analysed and summarised to provide development suggestions for primary school students' out-of-school art education and training institutions, which will serve as a guide for the development of primary school students' out-of-school art education institutions in urban China and have a universal value. The tool used to collect data was the WeChat app "Questionnaire Star". The data were analysed through descriptive statistics and content analysis. The results of the study are as follows; Primary school students have a positive attitude towards the overall improvement of their abilities through participation in off-campus art education training. Achievements, gains and expectations influence the interest of primary school students in participating in the training, and they hope that organisations can carry out a variety of practical activities. Parents have a positive attitude towards their children's participation in extracurricular arts education and training, but their satisfaction with the extracurricular arts education and training organisations is not high, and they are not clear about their children's development plans. Most of the organisations are able to provide a suitable learning environment for students, but there are differences in hardware equipment, teacher level and teaching effectiveness among the organisations. (shrink)

Urban inclusive green growth (UIGG) refers to the synergetic enhancement of the economy, the environment, and the society in a city. Achieving such enhancement requires addressing a series of problems in the development of urbanization, such as unemployment, lack of access to education, insufficient medical resources, inequity, and environmental pollution. As firms are critical to city development and urbanization, whether they practice corporate social responsibility (CSR) plays a crucial part in UIGG. In this study, we focus on Chinese (...) cities as examples of UIGG and Chinese listed companies as CSR engagers, employing matched data on Chinese listed companies and cities to investigate how CSR affects UIGG. Specifically, the empirical results of a high-dimensional fixed effect model indicate that CSR significantly promotes UIGG. This finding remains valid after a set of robustness checks, including instrumental variable (IV) regression. CSR can promote UIGG by positively influencing enterprises’ economic performance, innovation, and employment. To promote firms’ substantive CSR actions, the government of Jiangsu Province, China, launched a pilot policy for CSR promotion by issuing an official guidance document, which can be considered a quasi-natural experiment to test the causality between CSR and UIGG. We find that the CSR pilot significantly promoted UIGG. The heterogeneity test results indicate that the influence of CSR on UIGG varies based on the audit company, the nature of the enterprise, and the structure of corporate leadership. (shrink)