In the seminal work "But What Is Urban Education?" from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support…

This exploratory study investigated the experiences of teachers who participated in a collaborative inquiry project. This was designed to gain insights into the learning dispositions (skill, inclination and sensitivity) participants reported when undertaking this form of professional learning. The specific inquiry initiative utilised Design-based…

In today's anthropology, the word "culture" is conspicuous by its absence from anthropological discourse. But the word is still alive outside anthropology, particularly in sociology and psychology, in ways anthropologists cannot ignore, as fields like urban poverty and education have been altered by the introduction of the culture…

The urban education typology put forth by Milner (Urban Educ 47(3):556-561, 2012) offered a conceptual demarcation of three different, yet interconnected types of urban school districts (i.e., urban intensive, urban emergent, and urban characteristic). Nearly one decade after Milner's seminal urban education typology, few empirical or conceptual…

In education, low-income and racially minoritized students in urban districts are often constructed as 'dependent' -- weak in their social positions but deserving of educational opportunity. This social construction of 'urban' students has been central to school choice politics and policymaking in the United States. In this study, I interrogate…

This study examined middle-class mothers' engagement in urban school selection as residents of two gentrifying neighborhoods in Atlanta, Georgia. Gentrifiers levy social capital when activating or exercising agency and create social networks that valorize child-rearing concerns through exchange of information. Thirty mothers with children under…

This article presents research from a school in a multicultural suburb on the outskirts of a large Swedish conurbation that used a particular pedagogy with strong classification and framing to address an identified problem of academic failure amongst its pupils. The analysis shows that the pedagogy was chosen based on an assumption that pupils…

The 2010 Census revealed the extent to which today's metropolitan areas are growing increasingly diverse. At the forefront of this change are schools. Yet, research on school context continues to rely upon a traditional, cross-sectional bifurcation that designates schools as either diverse or not. This classification may be especially inaccurate…