urban education

"Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education. Drawing on his own experience of feeling undervalued and invisible in science classrooms as a young man of color, Christopher Emdin offers a new lens on and approach to teaching in urban schools. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike--both of whom have been typecast and stymied by outdated modes of thinking about urban education, [and] demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally"--Provided by publisher.

"Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education. Drawing on his own experience of feeling undervalued and invisible in science classrooms as a young man of color, Christopher Emdin offers a new lens on and approach to teaching in urban schools. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike--both of whom have been typecast and stymied by outdated modes of thinking about urban education, [and] demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally"--Provided by publisher.

She Say, He Say reveals the development of fifth grade urban girls' voices through their own writing in the class room. This book underscores the importance of including all of the girls' voices into the curriculum where their voices can be nurtured, cultured and responded to in potentially productive ways.

Examines the perspectives and strategies of teachers from two schools in Philadelphia, describes the ecology of city teachers, presents observations of teachers from the Taylor and Harrington Elementary schools in Philadelphia, looks at some of the difficulties that arise even in successful schools, and discusses efforts to prepare professionals to teach in urban settings.