Maintaining that urban teaching and learning is characterized by many contradictions, this work proposes that there is a wide range of social, cultural, psychological, and pedagogical knowledge urban educators must possess in order to engage in effective and transformative practice. It is necessary for those teaching in urban schools to be scholar-practitioners, rather than bureaucrats who can only follow rather than analyze, understand, and create. Ten major sections cover the myriad issues of urban education as it exists today.
About the Author: Joe L. Kincheloe is Professor of Education, The City University of New York Graduate Center and at Brooklyn College, where he served as the Belle Zeller Chair of Public Policy and Administration. He writes extensively and lectures around the world on issues of education, social justice, educational context and school reform.
Kecia Hayes is a Doctoral Candidate, Ph.D. program in Urban Education, The City University of New York Graduate Center, and a trustee of the Harlem Episcopal School, New York, NY. She has worked as an educator in a number of formal and informal settings. Her research focuses on ways in which social policy and practice influence children and parents of color in urban communities, as well as on the educational experiences of youth in criminal justice system.
Karel Rose is Professor of Education and Women's Studies, Brooklyn College, and Doctoral Faculty, The City University of New York Graduate Center. Recently honored by Brooklyn College with the Teacher of Excellence Award, Dr. Rose has worked extensively with K-12 teachers in the U.S. and abroad. Her work focuses on women's issues, African-American literature, the arts in general, and teacher education.
Philip M. Anderson is Professor and Executive Officer, Program in Urban Education, The City University of New York Graduate Center and Professor of Secondary Education and Youth Services at Queens College/CUNY. His numerous publications cover reading, English curriculum, cultural theories and schooling, teacher preparation, and curriculum theory and practice.
