Routledge Urban Teacher Education and Teaching: Innovative Practices for Diversity and Social Justice

This volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching. Covering issues spanning the broadly theoretical to the urgently practical, it goes beyond the traditional discourses in teacher education to focus on diversity, social justice, democratic schooling, and community building. What emerges is an emphatic message of hope for those committed to the ongoing project of improving urban teacher education and working in urban settings. Contributors from Canada, the United States, and the Caribbean bring rich and divergent knowledges, perspectives, and cultural experiences to their discussion of the three central themes around which the book is organized: • the conceptual framing of key issues in urban schooling; • pre-service teacher preparation for urban transformation; and • culturally relevant pedagogy and advocacy in urban settings. This book is intended for all students, practitioners, and researchers involved in urban education. It is appropriate as a text for student teaching and field experience seminars, and for courses dealing with social issues, educational policy, curriculum development, and multicultural teacher education. Review “How refreshing to read about vision and action in teacher education rather than inequitable reproduction and standardization.... This book goes beyond others in scope and potential to influence the movement for social justice in teacher education.” —Sandra Hollingsworth San Jose State University “We need a new and more global critical consciousness regarding the issues, problems, and dilemmas of urban education. This volume offers both public and scholarly discourses on urban education and they are offered with critical sensibility, especially as regards school practices across lines drawn by cultural, ethnic, racial, and economic differences..... The collective voice of the scholars in this volume directs our awareness, skills, and sensibilities of critical analysis so that we might unravel the structural impediments of urban inner-city communities, urban school practices and policy, and disrupt the reproductive cycle of failure and degraded schooling.” —Peter C. Murrell From the Foreword About the Author R. Patrick Solomon (Edited by) , Dia N. R. Sekayi (Edited by)