Preliminary Material / Joe Kincheloe and kecia hayes -- Introducing metropedagogy: Sorry, no short cuts in urban education / Joe L. Kincheloe -- How neighborhood context shapes educational outcomes / James W. Ainsworth -- Special education in the urban context: Issues and implications / Deborah L. Voltz , Cecil Fore III and Michele J. Sims -- The Implications of High-stakes Accountability and Comprehensive School Reform On Urban Schools / Donna Harris -- The role of corporations and the business in urban education / Ramin Farahmandpur -- Graffiti as public pedagogy: The educative potential of street art / Keely B. Harris -- Minds & bodies on perpetual lockdown: The educational experiences of court-involved youth in urban classrooms / kecia hayes -- Urban education, cultural diversity and poverty: A case study of globalization – Brisbane Australia / Parlo Singh -- Capitalist schooling and constructing young Latino masculinities / Rodolfo D. Torres and Alexandro José Gradilla -- Alternative education in the urban context: Promoting successc for students / Imelda Castañeda-Emenaker and Lionel Brown -- Urban schools as learning organizations: Negotiating meaning and identity / Patrick M. Jenlink , Karen Embry Jenlink and John E. Jacobson -- After School Education: The Last Bastion for Libratory Education / Nancy Romer -- Demystifying urban teaching: New lessons from the field / Susan R. Clarke and Gloria Holmes -- Urban teacher development for critical social justice pedagogy / David Stovall and Jeffrey M. R. Duncan-Andrade -- Whole schooling: An inclusive, democratic, empowered vision for urban education / Michael Peterson -- Towards a new sociology of teaching in the urban school / Harold Wenglinsky and Alwyn Gilkes -- About the contributors / Joe Kincheloe and kecia hayes.

What might it mean to develop a rigorous, just, and practical urban education? Such a question takes on new importance in the middle of the first decade of the twenty-first century, as urban educators find themselves besieged with test-driven, standardized curricula promoted in the name of fairness, educational excellence, and egalitarianism. Those who promote these standardized curricula fail to account for the unique situations and needs of particular urban students. When an urban curriculum is standardized, the students suffering from the effects of poverty, racial discrimination, and other problems are less likely to receive the specific pedagogical help they need to overcome the effects of such impediments. Such students have special needs. Teachers need the curricular freedom, the professional respect to address these special requirements. Metropedagogy, constructed as a critical pedagogy for urban education, addresses these concerns. This book will be very useful as a text in urban education at the graduate and the undergraduate level.

Description based on print version record.