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Books on the topic 'Urban School Experiences'
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1
Cookson, Peter W. Recent experience with urban school choice plans. ERIC Clearinghouse on Urban Education, 1997.
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3
1935-, Harvey David, ed. The urban experience. Johns Hopkins University Press, 1989.
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6
Diversity and the new teacher: Learning from experience in urban schools. Teachers College Press, 2008.
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7
Szathmári, Judit. The revolving door: Urban Indian community experience in multicultural America. Debrecen University Press, 2013.
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8
Schooling the poor: A social inquiry into the American educational experience. Bergin & Garvey, 1994.
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9
Consciousness and the urban experience: Studies in the history and theory of capitalist urbanization. John Hopkins University Press, 1985.
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10
Plight of Invisibility: A Community-Based Approach to Understanding the Educational Experiences of Urban Latina/Os. Lang Publishing, Incorporated, Peter, 2015.
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11
Plight of Invisibility: A Community-Based Approach to Understanding the Educational Experiences of Urban Latina/Os. Lang Publishing, Incorporated, Peter, 2015.
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12
Cook, Melodie, and Louise Kittaka, eds. Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12.
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The purpose of this book is show how research on families can be used to offer inspiration, suggestions, and guidance to intercultural families choosing to school their children in the regular Japanese school system. Each chapter is written by a parent or parents who are themselves researchers and thus bring their skills to the task of writing about issues which have affected their families, and are likely to affect other families in similar ways. There are also suggestions for other non-Japanese parents coping with similar issues. The book is divided into three sections: The first, “Finding our own way”, deals with children’s and parents’ struggles with identity and inclusion in Japanese schools and society. The second, “Dealing with the Japanese school system”, offers narratives and advice on such topics as coping with homework and dealing with more than one school system, as well as what government-accredited Japanese overseas schools have to offer. The third section, “Coping with challenges”, examines the experiences of families where children are “different” because they have physical or intellectual challenges, or live with foster or adoptive families. The book concludes with a narrative about a family who made the decision to remove their children from the Japanese system entirely and send them abroad for schooling. The authors of the chapters in this book are all current or former university faculty, living in different areas of Japan. Some, who live in highly-populated urban areas, have had ample opportunities to locate educational options for their children, while others, living in rural communities, have had to struggle to advocate for their children’s inclusion in mainstream classes. Their stories are all compelling and their advice is certain to be helpful to those planning to or already raising children in Japan. This book will also be of value to researchers and educators, particularly those with an interest in bilingualism, intercultural families, and cross-cultural issues, along with anyone wishing to learn more about contemporary Japanese society.
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Menezes, Alexandre Junior de Souza, Adelson Dias de Oliveira, Geisa Gabrielle Santos, et al. Experiências Narradas: Relatos e Vivências no espaço escolar. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-312-1.
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The book “Experiências Narradas: Relatos e vivências no espaço escolar” is the result of a collective formation process in the perspective of the Narrative Documentation of Pedagogical Experiences with a group of 16 Basic Education teachers, developed by the Research Group in Education, Narratives, and Teaching Experience in Secondary Education – Narratividades, of the Federal University of Vale do São Francisco – Univasf. With the narratives presented, it institutes teaching authorship and the dissemination of the experiential knowledge constituted in the daily life of urban and rural classrooms, of difference, and diversity. Each chapter is motivated by the following key question: How did I get here? Such a provocation seeks to interweave the several journeys made by each of these teachers, their challenges, victories, learnings, and inspirations. Bringing these teachers together in this publication aims to inspire many other professionals through important elements, actions, and life experiences as a permanent challenge in the professional field. Retrieving such elements, which result in several learnings within the formative process proposed, represents resistance and persistence in this union of pedagogical knowledge and teaching practices. The narratives recorded in this book invite and inspire through inexperienced experiences that give birth to the teacher-educator, the passion for teaching, the discovery of the new based on the already lived, but not perceived, the hopes implicit in life and in the classroom, the universe already discovered and yet to discover, the come into being in teaching; the presence of the school ground materialized in words that come together to speak about the knowledge constituted by the pedagogical experience in Basic Education.
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Is the Moon Really Made Out of Government Cheese? A Wonderful Urban School Experience. Outskirts Press, 2018.
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15
Bell, Marcus. Whiteness Interrupted. Duke University Press, 2021. http://dx.doi.org/10.1215/9781478021933.
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In Whiteness Interrupted Marcus Bell presents a revealing portrait of white teachers in majority-black schools in which he examines the limitations of understandings of how white racial identity is formed. Through in-depth interviews with dozens of white teachers from a racially segregated, urban school district in Upstate New York, Bell outlines how whiteness is constructed based on localized interactions and takes a different form in predominantly black spaces. He finds that in response to racial stress in a difficult teaching environment, white teachers conceptualized whiteness as a stigmatized category predicated on white victimization. When discussing race outside majority-black spaces, Bell's subjects characterized American society as postracial, in which race seldom affects outcomes. Conversely, in discussing their experiences within predominantly black spaces, they rejected the idea of white privilege, often angrily, and instead focused on what they saw as the racial privilege of blackness. Throughout, Bell underscores the significance of white victimization narratives in black spaces and their repercussions as the United States becomes a majority-minority society.
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Lewis, Andrea D. Preservice Teachers, Social Class, and Race in Urban Schools: Experiences and Strategies for Teacher Preparation. Palgrave Pivot, 2018.
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17
Murray Levine, Alison J. Vivre Ici. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781786940414.001.0001.
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Vivre Ici analyzes a selection of films from the vast viewing landscape of contemporary French documentary film, a genre that has experienced a renaissance in the past twenty years. The films are connected not just by a general interest in engaging the “real,” but by a particular attention to French space and place. From farms and wild places to roads, schools, and urban edgelands, these films explore the spaces of the everyday and the human and non-human experiences that unfold within them. Through a critical approach that integrates phenomenology, film theory, eco-criticism and cultural history, Levine investigates the notion of documentary as experience. She asks how and why, in the contemporary media landscape, these films seek to avoid argumentation and instead, give the viewer a feeling of “being there.” As a diverse collection of filmmakers, both well-known and less so, explore the limits and possibilities of these places, a collage-like, incomplete, and fragmented vision of France as seen and felt through documentary cameras comes into view. Venturing beyond film analysis to examine the production climate for these films and their circulation in contemporary France, Levine explores the social and political consequences of these “films that matter” for the viewers who come into contact with them.
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Gizzi, Antonio. Socio-technical systems/quality of working life (STS/QWL) alternative paradigm: An urban secondary school experience (1982-1983). 1988.
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19
Rury, John L., and Eileen H. Tamura, eds. The [Oxford] Handbook of the History of Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oxfordhb/9780199340033.001.0001.
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This handbook offers a global perspective on the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Sections deal with questions of theory and methods, ancient and medieval education, the rise of national school systems, the development of universities in different contexts, problems of inequality and discrimination in education, and reform and institutional change. Specific chapters discuss colonialism and anticolonial struggles, indigenous education, gender issues in education, higher education systems, educational reform, urban and rural education, the education of minority groups, comparative, international, and transnational education, childhood and education, nonformal and informal education, and a range of other topics. Chapters consider changing scholarship in the field, connect nationally oriented works by comparing themes and approaches, and provide suggestions for further research and analysis. Like many other subfields of historical research and writing, the history of education has been deeply affected by international social and political upheaval occurring since the 1960s. In this regard, as chapters weigh the influence of revisionist perspectives at various points in time, they take particular note of those arising after that time. In discussing changing viewpoints, their authors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families, and the educators who have worked with them. Each chapter includes notes and a bibliography for readers interested in further study.
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Morel, Domingo. Takeover. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190678975.001.0001.
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State takeovers of local school districts emerged in the late 1980s. Although many major U.S. cities have experienced state takeovers of their local school districts, we know little about the political causes and consequences of state takeovers. Relying on historical analysis, case studies, and quantitative analysis, the book offers the first systematic study of state takeovers of local school districts. It shows that although the justifications for state takeovers have generally been based on concerns with poor academic performance, questions of race and political power played a critical role in the emergence of state takeovers of local school districts. Contrary to conventional wisdom, the book demonstrates that under certain conditions, state takeovers can help marginalized populations in their efforts to gain political empowerment. However, in most cases, state takeovers have negative political consequences for communities of color, particularly black communities. A central claim of the book is that efforts to strengthen state governments in the 1970s were a response to the rise of black political empowerment in American cities. As states gained greater powers, urban localities became increasingly subjected to state intervention. The emergence of state takeovers of local school districts in the 1980s was a consequence of the increasing authority of state governments.
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Howlett, Zachary M. Meritocracy and Its Discontents. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501754432.001.0001.
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This book investigates the wider social, political, religious, and economic dimensions of the Gaokao, China's national college entrance exam, as well as the complications that arise from its existence. Each year, some nine million high-school seniors in China take the Gaokao, which determines college admission and provides a direct but difficult route to an urban lifestyle for China's hundreds of millions of rural residents. But with college graduates struggling to find good jobs, some are questioning the exam's legitimacy — and, by extension, the fairness of Chinese society. Chronicling the experiences of underprivileged youth, the book illuminates how people remain captivated by the exam because they regard it as fateful — an event both consequential and undetermined. The book finds that the exam enables people both to rebel against the social hierarchy and to achieve recognition within it. It contends that the Gaokao serves as a pivotal rite of passage in which people strive to personify cultural virtues such as diligence, composure, filial devotion, and divine favor.
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Dowell, Margaret-Mary Sulentic, and Tynisha D. Meidl. Expanding Elementary Teacher Education Through Service-Learning: A Handbook on Extending Literacy Field Experience for 21st Century Urban Teacher Preparation. Rowman & Littlefield Publishers, Incorporated, 2016.
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23
Dowell, Margaret-Mary Sulentic, and Tynisha D. Meidl. Expanding Elementary Teacher Education Through Service-Learning: A Handbook on Extending Literacy Field Experience for 21st Century Urban Teacher Preparation. Rowman & Littlefield Publishers, Incorporated, 2016.
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24
Thapan, Meenakshi, and Meenakshi Thapan, eds. J. Krishnamurti and Educational Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.001.0001.
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First in the series on Education and Society in South Asia, this volume focuses on the educational thought of a world-renowned teacher, thinker, and writer—Jiddu Krishnamurti (1895–1986). This edited volume examines Krishnamurti’s work and explores his contemporary relevance in educational endeavours and practices in different parts of the country. The contributors to the volume argue that Krishnamurti sought to change the way education is perceived, from the mere teaching of curriculum into a life-changing experience of learning from relationships and life. Through a range of essays that address diverse issues and themes, the contributors seek to uncover the practices and processes at some of the institutions that Krishnamurti established in different parts of rural and urban India. These include essays on curriculum building, inclusive education, pedagogy, debates on educational philosophy and practice, and teacher education. They help bring out the barriers and breakthroughs in the educational processes as practiced in these schools and how they may further be applied to other educational institutions.
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Lim, Sun Sun. Transcendent Parenting. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190088989.001.0001.
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In digitally connected middle-class households with school-going children, from toddlers through varsity students, the practice of transcendent parenting has arisen. Smartphones and other mobile devices virtually accompany families through all aspects of their everyday existence. The growing sophistication of mobile communication has unleashed a proliferation of apps, channels, and platforms that link parents to their children and key institutions in their lives. Throughout every stage of their children’s development, from infancy to adolescence to emerging adulthood, mobile communication plays an increasingly critical role in family life. Transcendent parenting has emerged in light of significant transformations in the mobile media landscape that allow parents to transcend many realms: the physical distance between them and their children, their children’s offline and online social interaction spaces, as well as timeless time that renders parenting duties ceaseless. In mobile communication, parents parent all over and all of the time, whether their children are by their side or out of sight. Drawing on experiences of urban middle-class families in Asia, this book shows how transcendent parenting embodies and conveys parenting priorities in these households. Paramount are the inculcation of values in their children, oversight of children to protect them from harm, adverse influences, and supporting their children in academic endeavors. It explores how mobile communication allows parents to be more involved than ever in their children’s lives but also questions whether parents have become too involved as a result. It further reflects on the consequences of transcendent parenting for parents’ well-being and children’s personal development.
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Delgado, Melvin. State-Sanctioned Violence. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190058463.001.0001.
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The role and function of the state is not to harm its residents but rather to help them develop their potential and meet their basic human needs. The importance of violence is well attested to by Oxford University Press devoting a book series on interpersonal violence. However, state-sanctioned violence in the United States is not, for example. The saying “The truth will set you free, but first it will make you miserable” comes to mind in writing this book because it holds personal meaning that goes beyond being a social worker and a person of color (Latinx). The basic premise and interconnectedness of the themes in this book were reinforced and expanded in the course of writing. Bonilla-Silva (2019, p. 14) states, “We are living, once again, in strange racial times,” which, indeed, is true. The hope is that readers appreciate the numerous threads between themes, some of which have not gotten close attention by the general public and scholars. Harris and Hodge (2017), for example, adeptly interconnect environmental, food, and school-to-pipeline social injustice issues among urban youth of color, illustrating how oppressions converge. Future scholarship will connect even more dots to create the mosaic that constitutes state-sanctioned violence. It was a relief to see the extent of scholarship on the topics addressed in this book. Bringing together this literature, public reports, and the experiences from those currently dealing with state-sponsored violence allowed for a consistent narrative to unfold. Writing a book is always a process of discovery. There is a body of scholarship to buttress the central arguments of this book, but no such literature addressing the structural interconnectedness of the types of state-sanctioned violence for social work. The sociopolitical, interactional consequences of place, time, people, and events set a social-political context that is understood by social workers and makes this mission distinctive because of this grounding. Viewing state-sanctioned violence, including its laws and policies, within this prism allows the development of a vision or charge that can unite people, as well as a deeper commitment to working with oppressed groups in seeking social justice. Social work is not exempt from having a role in state-sanctioned violence. This book only delves into the profession’s history and evolution to appreciate how it has reinforced a state-sanctioned violence agenda, wittingly or unwittingly. Practice is never apolitical; it either supports a state-sanctioned violence narrative or resists it with counternarratives. Social work must be vigilant of how it supports state violence.