Urban Education

Discusses what it means to educate Black male students in a large urban district by relating the development and implementation of the African American Male Achievement Initiative in Oakland Unified School District. Book Features: A model of a successful initiative that confronted issues of racism within schools and a curriculum that builds on the cultural history of African Americans, with a focus on family/community relationships.

Based on a case study of urban school superintendents in a leadership development program, this book offers a concrete demonstration of how adaptive leadership is applied and learned. Blending the theory of adaptive leadership with the practice of urban school superintendents, this book also utilizes the analytic lens of transformative learning as developed by Jack Mezirow.

Examines "tenets of the American Dream as a merit narrative enacted in schools to better understand how beliefs about talent, hard work, and perseverance support the status quo rather than critical analysis of barriers to educational success for students of color and students from a poverty context."

Centered on a case study of a mid-Atlantic charter school, this book identifies the key factors that help Black male students navigate high school in spite of traditional and historical barriers. Rather than examining their experiences through a deficit model, this book adds to the growing body of data on the importance of positive role models--including parents, peers, teachers, and administrators--in facilitating socio-emotional and academic success at the secondary and postsecondary level.

In addition to surveying the various limitations that urban schools face, the book also highlights programs, communities, and schools that are making good on public education's promise of equity.

Analyzes and challenges the critical gaps and inequalities that persist in the American school system. Showing how historical biases have been inherited in current polices relating to non-dominant youth, the text calls for educational reforms that perform in the name of social justice.

A "multidisciplinary perspective on the critical role integration must play in the project of America becoming a multiracial democracy" focusing on the City of Detroit.

Critically examines how the narrative of global economic competition was used to rationalize college preparatory curriculum for all high school students and promote charter schools in Detroit.

Dismantled is an accessible, critical look at the devolution of local power in the Detroit public school system. The author examines the rise of charter schools and other private enterprises, the eclipse of control from local actors to new players and influences, and the invaluable lessons the experience holds for urban school systems nationwide.

Offers information, ideas and resources focused on children and families living in poverty. Specifically, how teachers and other professionals working with students can reflect, improve, and implement inclusive practices.

Describes a multifaceted paradox--a constant struggle between those who espouse a message of hope and inclusion and others who systematically plan for exclusion.

Through powerful narratives of parents of Black and Latinx students with disabilities, this book provides a unique look at the relationship between disability, race, urban space, and market-driven educational policies.

Black communities see the closing of their schools--schools that are certainly less than perfect but that are theirs--as one more in a long line of racist policies. The fight to keep them open is yet another front in the ongoing struggle of black people in America to build successful lives and achieve true self-determination.

Grounded in an accessible summary of research on bias and inequity in schools, this book bridges the research-to-practice gap by exploring how implicit bias affects students and what school leaders can do to mitigate the effects of bias in their schools, including issues of discipline, instruction, academic achievement, mindfulness, data collection, and culturally relevant practices.

Through the students' in-school and out-of-school experiences, enhanced with curriculum guides and award-winning video clips from EVC, Goodman encourages educators to make a difference and demonstrates how to create safe and inclusive spaces where their teaching responds to students' culture, race, gender, sexual orientation, language, housing status, and ability.

Describes a comprehensive service delivery model called the Interconnected Systems Framework (ISF). Chapters address key school behavioral realated to collaboration, schoolwide approaches, quality of services, and support for specific populations, including military families and youth involved in the juvenile justice and child welfare systems.

Stoll illustrates the complexities, contradictions, and consequences of colorblindness in schools and provides concrete suggestions for people coming to racial justice work in education from multiple entry points.

Offers successful models for teaching literacy to urban student through a discussion of topics that include: (1) increasing literacy achievement and motivation, (2) multicultural literacy practices, and (3) early and elementary literacy instruction.