Globalization would appear to be a subject that easily could be addressed in geography classrooms, yet this is not always the case. In terms of pedagogy, many geographers are concerned whether the field has been adequately engaging various components of this topic (e.g., connectivity, core-periphery), especially in terms of making the subject…

In this article, the authors' intent is to focus in on one elementary teacher education program and, specifically, on the ways in which that program has grappled with and continues to grapple with the questions of whether and how teacher education works relative to the claim that this is a program committed to social justice and designed to…

This article tells a story of practice, a story of theory, and how each informs and transforms the other through a two-way flow of people and knowledge from a city to a campus and back again. By reflecting with fellow participants on the events and outcomes of a sustained city campus partnership, the author introduces a theory of engagement from…

Discusses the objectives, characteristics, and outcomes associated with a joint "sociology-urban studies, travel-study, minicourse program." Describes how students in a four-day, two-credit-hour course travel to cities such as Washington, DC and Toronto to be exposed to different cultures, organizational structures, and social arrangements.…

High school U.S. history students in New Jersey simulate city planning and construction. Students allocate available natural resources, designate population size, building types and locations, governmental structure, and future growth plans, and construct a scale model of their imaginary city. (AM)

The aim of a new company (Streetwork) is to promote urban and local studies in school and community education. "Streetwork" will publish the Bulletin of Environmental Education, conduct workshops and seminars, initiate and undertake research activities, provide information/advice on setting up Urban Studies Centers, and offer advice to…

A melding of community professionals, graduate students, and sociology faculty to identify and study urban community problems proved to be a viable technique for an experimental seminar program. (Author/KM)

This article evaluates a project with an inquiry-based methodology in which high school students experience and attempt to solve the same type of urban problems faced by professional geographers. (SM)

Argues that there should be a wide variety of approaches to urban study in the educational programs of American universities; describes the offerings at Syracuse University. (DM)

Describes student urban geography project, focusing on environmental inequality in housing in St. Helier (Great Britain). Includes techniques used by students, evaluation of the project, project results, and implications for teaching. (JN)

Describes one urban education program in Scotland which uses a travelling classroom exhibit to involve students in investigations of streets, parks, churches, and shops. Another program, which has students compare the architecture, history and local features of a town to their own, is also featured. (DC)

This paper reviews the goals, hopes, and fears that were set forth for urban affairs programs in the early 1960's and uses the three programs which were visited as case studies to examine what has happened in three of the pioneer programs. (Author/AM)

Briefly outlines three major themes of American urban history pertaining to the study of all communities, and describes a program using extensive comparative community field studies which reinforces these themes. Emphasizes readings, discussion, field trips, and a month of field work. (Author/CK)

Describes the "St. Louis Adventure" project developed by eighth grade social studies classes in a suburban St. Louis junior high school. Students carefully planned and carried out a one-day visit to one of four St. Louis neighborhoods selected for their cultural and historical interest by teachers. (JG)