J. Morgan Grove, Mary L. Cadenasso, Steward T. A. Pickett, Gary E. Machlis, and William R. Burch
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780300101133
- eISBN:
- 9780300217865
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300101133.003.0002
- Subject:
- Environmental Science, Nature
This chapter discusses the historical connections between biophysical ecology and sociological approaches to urban ecology. This historical narrative lays the foundation for linking the study of ...
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This chapter discusses the historical connections between biophysical ecology and sociological approaches to urban ecology. This historical narrative lays the foundation for linking the study of spatial heterogeneity in the social and economic sciences with the contemporary understanding of spatial heterogeneity in biophysical ecology that is discussed in the next chapter. To provide context to these historical connections, the chapter first gives an overview of contemporary ecology and its subdisciplines. It then describes the Chicago School of urban ecology and some of its critiques. It locates the Chicago School in the context of four dominant biological perspectives that social scientists have used for the study of cities, before concluding this historical narrative in terms of spatial and organizational complexity issues for the study of urban ecological systems.Less
This chapter discusses the historical connections between biophysical ecology and sociological approaches to urban ecology. This historical narrative lays the foundation for linking the study of spatial heterogeneity in the social and economic sciences with the contemporary understanding of spatial heterogeneity in biophysical ecology that is discussed in the next chapter. To provide context to these historical connections, the chapter first gives an overview of contemporary ecology and its subdisciplines. It then describes the Chicago School of urban ecology and some of its critiques. It locates the Chicago School in the context of four dominant biological perspectives that social scientists have used for the study of cities, before concluding this historical narrative in terms of spatial and organizational complexity issues for the study of urban ecological systems.
Maia Bloomfield Cucchiara
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780226016658
- eISBN:
- 9780226016962
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226016962.001.0001
- Subject:
- Education, Educational Policy and Politics
Discuss real estate with any young family and the subject of schools is certain to come up—in fact, it will likely be a crucial factor in determining where that family lives. Not merely institutions ...
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Discuss real estate with any young family and the subject of schools is certain to come up—in fact, it will likely be a crucial factor in determining where that family lives. Not merely institutions of learning, schools have increasingly become a sign of a neighborhood’s vitality, and city planners have ever more explicitly promoted “good schools” as a means of attracting more affluent families to urban areas, a dynamic process that the author critically examines in this book. Focusing on Philadelphia’s Center City Schools Initiative, she shows how education policy makes overt attempts to prevent, or at least slow, middle-class flight to the suburbs. Navigating complex ethical terrain, the author balances the successes of such policies in strengthening urban schools and communities against the inherent social injustices they propagate—the further marginalization and disempowerment of lower-class families. By asking what happens when affluent parents become “valued customers,” the book uncovers a problematic relationship between public institutions and private markets, where the former are used to leverage the latter to effect urban transformations.Less
Discuss real estate with any young family and the subject of schools is certain to come up—in fact, it will likely be a crucial factor in determining where that family lives. Not merely institutions of learning, schools have increasingly become a sign of a neighborhood’s vitality, and city planners have ever more explicitly promoted “good schools” as a means of attracting more affluent families to urban areas, a dynamic process that the author critically examines in this book. Focusing on Philadelphia’s Center City Schools Initiative, she shows how education policy makes overt attempts to prevent, or at least slow, middle-class flight to the suburbs. Navigating complex ethical terrain, the author balances the successes of such policies in strengthening urban schools and communities against the inherent social injustices they propagate—the further marginalization and disempowerment of lower-class families. By asking what happens when affluent parents become “valued customers,” the book uncovers a problematic relationship between public institutions and private markets, where the former are used to leverage the latter to effect urban transformations.
Amy Brown
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780816691128
- eISBN:
- 9781452952383
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816691128.003.0002
- Subject:
- Education, Educational Policy and Politics
This chapter places the ethnography into the context of a political economy of urban school reform in New York City. It critiques the popular documentaries Waiting for “Superman” (Guggenheim 2010) ...
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This chapter places the ethnography into the context of a political economy of urban school reform in New York City. It critiques the popular documentaries Waiting for “Superman” (Guggenheim 2010) and The Lottery (Sackler 2010), and looks not only at key figures and movements in urban education reform and the school choice movement since 2000, but also at corporate philanthropists whose financial altruism contributes to a market-based logic in education. It analyzes how these reforms articulate with the construction and contestation of racial meaning at College Preparatory Academy. The end of the chapter revisits some of the school’s image management and marketing practices, highlighting the importance that is necessarily placed on corporatization and image management in order to maintain needed resources in the context of New York City education reform. Those who are more interested in the ethnographic portrayal of College Prep may wish to skip this chapter, since it functions to provide a more macrolevel sociohistorical context for the school.Less
This chapter places the ethnography into the context of a political economy of urban school reform in New York City. It critiques the popular documentaries Waiting for “Superman” (Guggenheim 2010) and The Lottery (Sackler 2010), and looks not only at key figures and movements in urban education reform and the school choice movement since 2000, but also at corporate philanthropists whose financial altruism contributes to a market-based logic in education. It analyzes how these reforms articulate with the construction and contestation of racial meaning at College Preparatory Academy. The end of the chapter revisits some of the school’s image management and marketing practices, highlighting the importance that is necessarily placed on corporatization and image management in order to maintain needed resources in the context of New York City education reform. Those who are more interested in the ethnographic portrayal of College Prep may wish to skip this chapter, since it functions to provide a more macrolevel sociohistorical context for the school.
- Published in print:
- 2012
- Published Online:
- March 2013
- ISBN:
- 9780226772097
- eISBN:
- 9780226772127
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226772127.003.0002
- Subject:
- History, American History: 20th Century
In a series of chapters published in the Forum in 1892, Joseph Mayer Rice criticized St. Louis schools for their “absolute lack of sympathy for the child.” His critique of the interjection of ...
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In a series of chapters published in the Forum in 1892, Joseph Mayer Rice criticized St. Louis schools for their “absolute lack of sympathy for the child.” His critique of the interjection of politics into school administration and his argument that professional expertise and merit should run the schools reflected a growing critique in the 1890s of city governance in general and school governance in particular, and pointed to two of the major lines of reform activity over the next fifty years: Efforts to revise pedagogy and broaden the school curriculum and aims on the one hand, and efforts to transform school governance on the other. This chapter analyzes urban school reform and professionalization, arguing that both shaped the growth of state power in America, and examines how the reform of urban schools catalyzed the development of the science of education and provided an important impetus and audience for new education expertise.Less
In a series of chapters published in the Forum in 1892, Joseph Mayer Rice criticized St. Louis schools for their “absolute lack of sympathy for the child.” His critique of the interjection of politics into school administration and his argument that professional expertise and merit should run the schools reflected a growing critique in the 1890s of city governance in general and school governance in particular, and pointed to two of the major lines of reform activity over the next fifty years: Efforts to revise pedagogy and broaden the school curriculum and aims on the one hand, and efforts to transform school governance on the other. This chapter analyzes urban school reform and professionalization, arguing that both shaped the growth of state power in America, and examines how the reform of urban schools catalyzed the development of the science of education and provided an important impetus and audience for new education expertise.
Kathleen Nolan
- Published in print:
- 2011
- Published Online:
- August 2015
- ISBN:
- 9780816675524
- eISBN:
- 9781452947532
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816675524.001.0001
- Subject:
- Education, Educational Policy and Politics
As zero-tolerance discipline policies have been instituted at high schools across the country, police officers are employed with increasing frequency to enforce behavior codes and maintain order, ...
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As zero-tolerance discipline policies have been instituted at high schools across the country, police officers are employed with increasing frequency to enforce behavior codes and maintain order, primarily at poorly performing, racially segregated urban schools. Actions that may once have sent students to the detention hall or resulted in their suspension may now introduce them to the criminal justice system. This book explores the impact of policing and punitive disciplinary policies on the students and their educational experience. Through in-depth interviews with and observations of students, teachers, administrators, and police officers, this book offers an interesting account of daily life at a Bronx high school where police patrol the hallways and security and discipline fall under the jurisdiction of the NYPD. It documents how, as law enforcement officials initiate confrontations with students, small infractions often escalate into “police matters” that can lead to summonses to criminal court, arrest, and confinement in juvenile detention centers. The book follows students from the classroom and the cafeteria to the detention hall, the dean’s office, and the criminal court system, clarifying the increasingly intimate relations between the school and the criminal justice system. Placing this trend within the context of recent social and economic changes, as well as developments within criminal justice and urban school reform, it shows how this police presence has created a culture of control in which penal management overshadows educational innovation.Less
As zero-tolerance discipline policies have been instituted at high schools across the country, police officers are employed with increasing frequency to enforce behavior codes and maintain order, primarily at poorly performing, racially segregated urban schools. Actions that may once have sent students to the detention hall or resulted in their suspension may now introduce them to the criminal justice system. This book explores the impact of policing and punitive disciplinary policies on the students and their educational experience. Through in-depth interviews with and observations of students, teachers, administrators, and police officers, this book offers an interesting account of daily life at a Bronx high school where police patrol the hallways and security and discipline fall under the jurisdiction of the NYPD. It documents how, as law enforcement officials initiate confrontations with students, small infractions often escalate into “police matters” that can lead to summonses to criminal court, arrest, and confinement in juvenile detention centers. The book follows students from the classroom and the cafeteria to the detention hall, the dean’s office, and the criminal court system, clarifying the increasingly intimate relations between the school and the criminal justice system. Placing this trend within the context of recent social and economic changes, as well as developments within criminal justice and urban school reform, it shows how this police presence has created a culture of control in which penal management overshadows educational innovation.
Mara Casey Tieken
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9781469618487
- eISBN:
- 9781469618500
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469618487.001.0001
- Subject:
- Education, History of Education
From headlines to documentaries, urban schools are at the center of current education debates. But from these accounts, one would never know that 56 million Americans live in rural communities and ...
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From headlines to documentaries, urban schools are at the center of current education debates. But from these accounts, one would never know that 56 million Americans live in rural communities and depend on their rural public schools to meet their educational and, often, their economic and social needs. This book shares the untold narratives of rural education. Drawing upon extensive ethnographic research in two rural Southern towns, the book exposes the complicated ways in which schools shape the racial dynamics of their towns and nurture the communities that surround them. It argues that current education policies, both limiting the roles these schools play and threatening to close them, also endanger rural communities. The book issues a warning: the state's growing powers—and the current narrowing of a school's purpose to academic achievement alone—endanger rural America and undermine the potential of a school, whether rural or urban, to sustain a community. Demonstrating the effects of narrow definitions of public education in an era of economic turmoil and widening social inequality, the book calls for a more contextual approach to education policymaking, involving both state and community.Less
From headlines to documentaries, urban schools are at the center of current education debates. But from these accounts, one would never know that 56 million Americans live in rural communities and depend on their rural public schools to meet their educational and, often, their economic and social needs. This book shares the untold narratives of rural education. Drawing upon extensive ethnographic research in two rural Southern towns, the book exposes the complicated ways in which schools shape the racial dynamics of their towns and nurture the communities that surround them. It argues that current education policies, both limiting the roles these schools play and threatening to close them, also endanger rural communities. The book issues a warning: the state's growing powers—and the current narrowing of a school's purpose to academic achievement alone—endanger rural America and undermine the potential of a school, whether rural or urban, to sustain a community. Demonstrating the effects of narrow definitions of public education in an era of economic turmoil and widening social inequality, the book calls for a more contextual approach to education policymaking, involving both state and community.
Carolyn T. Adams
- Published in print:
- 2014
- Published Online:
- August 2016
- ISBN:
- 9780801451621
- eISBN:
- 9780801471858
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801451621.003.0004
- Subject:
- Sociology, Urban and Rural Studies
This chapter examines how actors outside Philadelphia have reshaped the city's educational landscape by changing the school governance structure, fostering school choice, and shifting responsibility ...
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This chapter examines how actors outside Philadelphia have reshaped the city's educational landscape by changing the school governance structure, fostering school choice, and shifting responsibility to independent schools. In particular, it assesses the land-use impacts of shifting to a market model of urban schooling in Philadelphia. It shows how nonprofit organizations and for-profit companies are reshaping publicly funded schools in greater Philadelphia, mainly through funding. The chapter first considers the decision of the state of Pennsylvania to take over the Philadelphia schools in 2001 before turning to the proliferation of charter schools in the city. It then discusses the Great Schools Compact, a portfolio model adopted by Philadelphia in late 2011 to achieve continuous improvement in operating urban school districts. It also explores the role played by foundations in Philadelphia's school reform.Less
This chapter examines how actors outside Philadelphia have reshaped the city's educational landscape by changing the school governance structure, fostering school choice, and shifting responsibility to independent schools. In particular, it assesses the land-use impacts of shifting to a market model of urban schooling in Philadelphia. It shows how nonprofit organizations and for-profit companies are reshaping publicly funded schools in greater Philadelphia, mainly through funding. The chapter first considers the decision of the state of Pennsylvania to take over the Philadelphia schools in 2001 before turning to the proliferation of charter schools in the city. It then discusses the Great Schools Compact, a portfolio model adopted by Philadelphia in late 2011 to achieve continuous improvement in operating urban school districts. It also explores the role played by foundations in Philadelphia's school reform.
Alison J. Murray Levine
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781786940414
- eISBN:
- 9781789629408
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781786940414.003.0005
- Subject:
- Film, Television and Radio, Film
This chapter considers five films from among the rich and diverse archive of French documentaries devoted to school experience from the past twenty years. The filmmakers included are Denis ...
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This chapter considers five films from among the rich and diverse archive of French documentaries devoted to school experience from the past twenty years. The filmmakers included are Denis Gheerbrant, Nicolas Philibert, Régis Sauder, Pascale Diez, and Julie Bertucelli. This collection of films by a diverse mix of filmmakers examines life in an equally diverse mix of schools and classes. They share an interest in configuring the space of the school in terms of experiential relationships rather than expository argumentation. They invite viewers to explore a particular space and develop a sense of co-presence with its inhabitants, resulting in a sense of ecological connection within a shared ecosystem rather than identification with, or mastery of, the subjects in the film. The films highlighted in this chapter are considered within the context of contemporary debates about the “school crisis” in France, and viewer responses to two of the films are studied in detail.Less
This chapter considers five films from among the rich and diverse archive of French documentaries devoted to school experience from the past twenty years. The filmmakers included are Denis Gheerbrant, Nicolas Philibert, Régis Sauder, Pascale Diez, and Julie Bertucelli. This collection of films by a diverse mix of filmmakers examines life in an equally diverse mix of schools and classes. They share an interest in configuring the space of the school in terms of experiential relationships rather than expository argumentation. They invite viewers to explore a particular space and develop a sense of co-presence with its inhabitants, resulting in a sense of ecological connection within a shared ecosystem rather than identification with, or mastery of, the subjects in the film. The films highlighted in this chapter are considered within the context of contemporary debates about the “school crisis” in France, and viewer responses to two of the films are studied in detail.
Linn Posey-Maddox
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780226120188
- eISBN:
- 9780226120355
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226120355.003.0007
- Subject:
- Education, Educational Policy and Politics
This final chapter highlights the need for critical and nuanced studies of urban school transformation, as well as evaluations of “progress” and “reform” in urban education that extend beyond ...
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This final chapter highlights the need for critical and nuanced studies of urban school transformation, as well as evaluations of “progress” and “reform” in urban education that extend beyond commonly used markers such as rising test scores, the presence of the middle-class, and greater material resources. It offers a new way to think about and address the role of middle-class parents in school integration efforts, based on the goal of producing equitable development in public education. The chapter concludes with a focus on education policy and practice, providing several recommendations for policy makers, district and school staff, and parents based on the findings of the study.Less
This final chapter highlights the need for critical and nuanced studies of urban school transformation, as well as evaluations of “progress” and “reform” in urban education that extend beyond commonly used markers such as rising test scores, the presence of the middle-class, and greater material resources. It offers a new way to think about and address the role of middle-class parents in school integration efforts, based on the goal of producing equitable development in public education. The chapter concludes with a focus on education policy and practice, providing several recommendations for policy makers, district and school staff, and parents based on the findings of the study.
Maia Bloomfield Cucchiara
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780226016658
- eISBN:
- 9780226016962
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226016962.003.0001
- Subject:
- Education, Educational Policy and Politics
This chapter sets out the book’s purpose, which is to use an education initiative in Philadelphia—Center City Schools Initiative (CCSI)—to examine the impact of policies and policy discourses that ...
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This chapter sets out the book’s purpose, which is to use an education initiative in Philadelphia—Center City Schools Initiative (CCSI)—to examine the impact of policies and policy discourses that position the middle and upper-middle classes as inherently more worthy than other sectors of the population. It argues that the benefits of this project came at some cost to important sectors of the population. Low-income and minority students in particular found their access to resources and opportunities constrained by the initiative. An overview of the subsequent chapters is also presented.Less
This chapter sets out the book’s purpose, which is to use an education initiative in Philadelphia—Center City Schools Initiative (CCSI)—to examine the impact of policies and policy discourses that position the middle and upper-middle classes as inherently more worthy than other sectors of the population. It argues that the benefits of this project came at some cost to important sectors of the population. Low-income and minority students in particular found their access to resources and opportunities constrained by the initiative. An overview of the subsequent chapters is also presented.
Maia Bloomfield Cucchiara
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780226016658
- eISBN:
- 9780226016962
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226016962.003.0008
- Subject:
- Education, Educational Policy and Politics
This chapter returns to the larger questions raised in this book about equity and entitlement, market solutions to social problems, the valorizing of the middle class, and the tensions between ...
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This chapter returns to the larger questions raised in this book about equity and entitlement, market solutions to social problems, the valorizing of the middle class, and the tensions between notions of public benefit and private costs. It outlines key considerations emerging from this research that could be used in devising more equitable policy solutions, and draws from the cases of Boston and Wake County, North Carolina to suggest policy alternatives.Less
This chapter returns to the larger questions raised in this book about equity and entitlement, market solutions to social problems, the valorizing of the middle class, and the tensions between notions of public benefit and private costs. It outlines key considerations emerging from this research that could be used in devising more equitable policy solutions, and draws from the cases of Boston and Wake County, North Carolina to suggest policy alternatives.
Diane Singerman and Paul Amar
- Published in print:
- 2009
- Published Online:
- September 2011
- ISBN:
- 9789774162893
- eISBN:
- 9781617970269
- Item type:
- chapter
- Publisher:
- American University in Cairo Press
- DOI:
- 10.5743/cairo/9789774162893.003.0001
- Subject:
- Political Science, International Relations and Politics
This introductory chapter presents some collective findings on the novelty and complexity of globalizing Cairo. It launches a set of questions that will lead to more productive, critical, and ...
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This introductory chapter presents some collective findings on the novelty and complexity of globalizing Cairo. It launches a set of questions that will lead to more productive, critical, and democratic approaches for producing knowledge about the Middle East. It lays out the specificities of the Cairo School of Urban Studies' agenda and methods, and, in particular, the book's critique and careful appropriation of cosmopolitanism. In brief, the chapter recognizes that cosmopolitanism has often been imbedded in transnationalist, normative, universalist, and imperialist discourses. Nevertheless, when reworked through critical scholarship and public action, cosmopolitanism may inform an emancipatory counter-ethic beyond the limits of nationalism, fear, and narrow identity politics, one that complements the Cairo School's experiments with post-positivist research methodologies. However, first, the chapter returns to the events that confirmed Cairo's reemergence as a critical site for action and inquiry, and which made the release of this book timely.Less
This introductory chapter presents some collective findings on the novelty and complexity of globalizing Cairo. It launches a set of questions that will lead to more productive, critical, and democratic approaches for producing knowledge about the Middle East. It lays out the specificities of the Cairo School of Urban Studies' agenda and methods, and, in particular, the book's critique and careful appropriation of cosmopolitanism. In brief, the chapter recognizes that cosmopolitanism has often been imbedded in transnationalist, normative, universalist, and imperialist discourses. Nevertheless, when reworked through critical scholarship and public action, cosmopolitanism may inform an emancipatory counter-ethic beyond the limits of nationalism, fear, and narrow identity politics, one that complements the Cairo School's experiments with post-positivist research methodologies. However, first, the chapter returns to the events that confirmed Cairo's reemergence as a critical site for action and inquiry, and which made the release of this book timely.
Janelle Scott
- Published in print:
- 2011
- Published Online:
- July 2014
- ISBN:
- 9780807835128
- eISBN:
- 9781469602585
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807869208_frankenberg.6
- Subject:
- Education, History of Education
This chapter discusses school choice as a civil rights issue. Drawing from historical, political, and sociological literatures and legal documents, the chapter discusses the factors that construct ...
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This chapter discusses school choice as a civil rights issue. Drawing from historical, political, and sociological literatures and legal documents, the chapter discusses the factors that construct market-based choice as a civil right for poor parents of color. These include (1) conservative framing of school choice, (2) legal jurisprudence combined with the expansion of the suburbs and the subsequent race and social class isolation of many large urban school districts, and (3) the significant support of philanthropists on the expansion of charter school reform.Less
This chapter discusses school choice as a civil rights issue. Drawing from historical, political, and sociological literatures and legal documents, the chapter discusses the factors that construct market-based choice as a civil right for poor parents of color. These include (1) conservative framing of school choice, (2) legal jurisprudence combined with the expansion of the suburbs and the subsequent race and social class isolation of many large urban school districts, and (3) the significant support of philanthropists on the expansion of charter school reform.
Keisha Lindsay
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9780252041730
- eISBN:
- 9780252050404
- Item type:
- chapter
- Publisher:
- University of Illinois Press
- DOI:
- 10.5622/illinois/9780252041730.003.0002
- Subject:
- History, African-American History
This chapter details the material and discursive reality that informs ABMS supporters’ anti-racist and gender-biased effort to address what ails black boys in urban schools. On the one hand, ...
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This chapter details the material and discursive reality that informs ABMS supporters’ anti-racist and gender-biased effort to address what ails black boys in urban schools. On the one hand, neoliberal educational reform and on on-going conversations about a transracial “boy” crisis inform these supporters’ contention that “law and order” in the classroom is key to ensuring that black boys, like all boys, grow up to achieve their “natural” status as patriarchs. On the other hand, the discourse that posits black males as nearly obsolete or as an “endangered” species in the systemically racist labor market, criminal justice system, and elsewhere shapes these supporters’ willingness and ability to challenge anti-black racism in the classroom and beyond.Less
This chapter details the material and discursive reality that informs ABMS supporters’ anti-racist and gender-biased effort to address what ails black boys in urban schools. On the one hand, neoliberal educational reform and on on-going conversations about a transracial “boy” crisis inform these supporters’ contention that “law and order” in the classroom is key to ensuring that black boys, like all boys, grow up to achieve their “natural” status as patriarchs. On the other hand, the discourse that posits black males as nearly obsolete or as an “endangered” species in the systemically racist labor market, criminal justice system, and elsewhere shapes these supporters’ willingness and ability to challenge anti-black racism in the classroom and beyond.
Polly L. Knowlton Cockett, Janet E. Dyment, Mariona Espinet, and Yu Huang
Alex Russ and Marianne E. Krasny (eds)
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781501705823
- eISBN:
- 9781501712791
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501705823.003.0015
- Subject:
- Environmental Science, Environmental Studies
This chapter examines how schools that establish rich and sustaining partnerships with local communities enhance opportunities for urban environmental education. It considers “socioecological ...
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This chapter examines how schools that establish rich and sustaining partnerships with local communities enhance opportunities for urban environmental education. It considers “socioecological refrains” that incorporate stewardship, pedagogy, interrelationships, and heritage and highlight the role played by schools in shaping sustainable cities through urban environmental education. These refrains promote a connectedness to place through the use of the local environment to stimulate learning, the development of curricula and pedagogies that embrace the development of sustainable cities, and the establishment of links with the community to foster relationships, stewardship, and resiliency. Case studies from Canada, Australia, China, and Spain are presented to illustrate these refrains and to show initiatives at work such as green schools. The chapter demonstrates that urban schools can use local environments to serve as stimulus, context, and content for teaching and learning about sustainability.Less
This chapter examines how schools that establish rich and sustaining partnerships with local communities enhance opportunities for urban environmental education. It considers “socioecological refrains” that incorporate stewardship, pedagogy, interrelationships, and heritage and highlight the role played by schools in shaping sustainable cities through urban environmental education. These refrains promote a connectedness to place through the use of the local environment to stimulate learning, the development of curricula and pedagogies that embrace the development of sustainable cities, and the establishment of links with the community to foster relationships, stewardship, and resiliency. Case studies from Canada, Australia, China, and Spain are presented to illustrate these refrains and to show initiatives at work such as green schools. The chapter demonstrates that urban schools can use local environments to serve as stimulus, context, and content for teaching and learning about sustainability.
Kate Fitzpatrick-Harnish
- Published in print:
- 2015
- Published Online:
- April 2015
- ISBN:
- 9780199778560
- eISBN:
- 9780190238872
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199778560.003.0001
- Subject:
- Music, History, American
This chapter documents the often stereotypically negative historical portrayal of urban music education, followed by the presentation of a “counternarrative” of urban music education based on a ...
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This chapter documents the often stereotypically negative historical portrayal of urban music education, followed by the presentation of a “counternarrative” of urban music education based on a recognition of students’ strengths. The counternarrative rests on the assertion that all good teaching requires a contextually specific approach. The chapter then discusses the current culture of high-stakes testing in urban schools, emphasizing the important role of music education within such a culture, followed by a discussion of the term “urban” and its limitations with regard to describing complex educational settings. The chapter closes with introductory stories from the five practicing urban music teachers interviewed for the book.Less
This chapter documents the often stereotypically negative historical portrayal of urban music education, followed by the presentation of a “counternarrative” of urban music education based on a recognition of students’ strengths. The counternarrative rests on the assertion that all good teaching requires a contextually specific approach. The chapter then discusses the current culture of high-stakes testing in urban schools, emphasizing the important role of music education within such a culture, followed by a discussion of the term “urban” and its limitations with regard to describing complex educational settings. The chapter closes with introductory stories from the five practicing urban music teachers interviewed for the book.
Catherine Larsen
- Published in print:
- 2014
- Published Online:
- August 2014
- ISBN:
- 9780199363032
- eISBN:
- 9780199363063
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199363032.003.0007
- Subject:
- Music, Performing Practice/Studies
How can integration of the arts into classroom curricula and instruction, integration that honors the arts as discrete content areas, address the absence of arts instruction in today’s schools? What ...
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How can integration of the arts into classroom curricula and instruction, integration that honors the arts as discrete content areas, address the absence of arts instruction in today’s schools? What role can arts educators play in facilitating this trend toward a stronger and more significant presence for the arts in culturally rich and diverse yet challenging urban school environments? This chapter poses answers to these questions, considering issues in urban school reform, arts education in the urban context, teacher professionalization and development of communities of practice, and the possibilities inherent in collaborative partnerships. The chapter also includes a review of relevant research and reports results of longitudinal research in collaborative urban partnerships.Less
How can integration of the arts into classroom curricula and instruction, integration that honors the arts as discrete content areas, address the absence of arts instruction in today’s schools? What role can arts educators play in facilitating this trend toward a stronger and more significant presence for the arts in culturally rich and diverse yet challenging urban school environments? This chapter poses answers to these questions, considering issues in urban school reform, arts education in the urban context, teacher professionalization and development of communities of practice, and the possibilities inherent in collaborative partnerships. The chapter also includes a review of relevant research and reports results of longitudinal research in collaborative urban partnerships.
Jack Dougherty, Diane Zannoni, Maham Chowhan, Courteney Coyne, Benjamin Dawson, Tehani Guruge, and Begaeta Nukic
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780520274730
- eISBN:
- 9780520955103
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520274730.003.0010
- Subject:
- Sociology, Education
This chapter examines how urban parents navigate the growth of public school choice policies and information on the internet. We created SmartChoices, a public school search tool for the Hartford, ...
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This chapter examines how urban parents navigate the growth of public school choice policies and information on the internet. We created SmartChoices, a public school search tool for the Hartford, Connecticut, region; conducted parent workshops (with hands—on instruction in English and Spanish) to narrow the digital divide; and collected quantitative and qualitative data to investigate how SmartChoices influenced parents’ decision—making processes. Based on our small sample of ninety—three workshop participants, we found that two—thirds either clarified or changed their top—ranked school after using the website. Furthermore, several also found what they defined as “better” schools (with higher test scores or more racially balanced student populations) that were located closer to their neighborhoods than their initial top—rated choices. But making information more widely available is not a neutral act, as some parents used our search tool to avoid schools with high concentrations of students from racial groups other than their own. Overall, this study contributes to the scholarly literature that views school choice as a double—edged sword, with potentially positive outcomes for some families and negative consequences for others left behind.Less
This chapter examines how urban parents navigate the growth of public school choice policies and information on the internet. We created SmartChoices, a public school search tool for the Hartford, Connecticut, region; conducted parent workshops (with hands—on instruction in English and Spanish) to narrow the digital divide; and collected quantitative and qualitative data to investigate how SmartChoices influenced parents’ decision—making processes. Based on our small sample of ninety—three workshop participants, we found that two—thirds either clarified or changed their top—ranked school after using the website. Furthermore, several also found what they defined as “better” schools (with higher test scores or more racially balanced student populations) that were located closer to their neighborhoods than their initial top—rated choices. But making information more widely available is not a neutral act, as some parents used our search tool to avoid schools with high concentrations of students from racial groups other than their own. Overall, this study contributes to the scholarly literature that views school choice as a double—edged sword, with potentially positive outcomes for some families and negative consequences for others left behind.
Peter Temin
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780262036160
- eISBN:
- 9780262339988
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262036160.003.0010
- Subject:
- Business and Management, Political Economy
The United States has a dual education system; the FTE sector sends its children to suburban public and private schools, and the low-wage sector sends its children to failing urban public schools. ...
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The United States has a dual education system; the FTE sector sends its children to suburban public and private schools, and the low-wage sector sends its children to failing urban public schools. This dual system was created in response to the Great Migration as whites left inner cities to incoming black families. It was sustained by the Supreme Court and federal support for suburban growth. City schools are deprived of support and increasingly fail to educate black and brown children properly. Poor low-wage families with incarcerated fathers are forced to use failing schools, and their children grow up to be imprisoned. Reform efforts aim for quick results and fail spectacularly. Charter schools—private public schools—have widely varied effects.Less
The United States has a dual education system; the FTE sector sends its children to suburban public and private schools, and the low-wage sector sends its children to failing urban public schools. This dual system was created in response to the Great Migration as whites left inner cities to incoming black families. It was sustained by the Supreme Court and federal support for suburban growth. City schools are deprived of support and increasingly fail to educate black and brown children properly. Poor low-wage families with incarcerated fathers are forced to use failing schools, and their children grow up to be imprisoned. Reform efforts aim for quick results and fail spectacularly. Charter schools—private public schools—have widely varied effects.
Edward W. Soja
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780520281721
- eISBN:
- 9780520957633
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520281721.003.0005
- Subject:
- Sociology, Urban and Rural Studies
In the 1990s, based on the wider recognition given to Los Angeles, Soja was invited to compare Los Angeles with other cities, beginning with the Centrum of Amsterdam. The central cities of Los ...
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In the 1990s, based on the wider recognition given to Los Angeles, Soja was invited to compare Los Angeles with other cities, beginning with the Centrum of Amsterdam. The central cities of Los Angeles and Amsterdam were and are about as different as any two central cities can be. But when examined from a regional scale and through the lens of urban restructuring, the city regions of Los Angeles and Amsterdam become much more comparable. A regional perspective is also applied to a comparative study of Los Angeles and New York City. As a Bronx native, Soja criticizes the overemphasis on Manhattan and on Wall Street in particular. The prevailing postindustrial perspective is also criticized, as the New York metropolitan region remains an industrial powerhouse. A comparison is made between the still-sprawling low-density suburbia of New York and the high-density suburbia of still, now the densest urbanized area in the United States. The densification of Los Angeles is explored further in a comparative analysis of sprawl in American metropolitan areas, showing Los Angeles as among the least sprawling and most compact. Finally, another comparison is made between the putative Los Angeles, Chicago, and New York “schools” of urban analysis.Less
In the 1990s, based on the wider recognition given to Los Angeles, Soja was invited to compare Los Angeles with other cities, beginning with the Centrum of Amsterdam. The central cities of Los Angeles and Amsterdam were and are about as different as any two central cities can be. But when examined from a regional scale and through the lens of urban restructuring, the city regions of Los Angeles and Amsterdam become much more comparable. A regional perspective is also applied to a comparative study of Los Angeles and New York City. As a Bronx native, Soja criticizes the overemphasis on Manhattan and on Wall Street in particular. The prevailing postindustrial perspective is also criticized, as the New York metropolitan region remains an industrial powerhouse. A comparison is made between the still-sprawling low-density suburbia of New York and the high-density suburbia of still, now the densest urbanized area in the United States. The densification of Los Angeles is explored further in a comparative analysis of sprawl in American metropolitan areas, showing Los Angeles as among the least sprawling and most compact. Finally, another comparison is made between the putative Los Angeles, Chicago, and New York “schools” of urban analysis.
