To be an effective urban educator requires teachers to understand the contextual factors of students, the school, and the community, and their cumulative effects on learning. Urban teacher academies support a better understanding of urban classrooms and challenge stereotypes of the urban context. The focus of this study was to compare…

Adopting a Freirean perspective, the purpose of this autoethnography is to reframe the typical relationship between university educators and communities in poverty by highlighting the educative impact of such a community on a university professor's academic, cross-cultural critical and civic learning. By reframing communities in poverty as sources…

Race and class often marginalize students in impoverished urban neighborhoods, and this reality is evident in consistently low student achievement in many of the schools in these neighborhoods. This study examines how a teacher's sense of agency can help mediate the detrimental impact of poverty on student achievement. Teachers in a large…

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…

Criticism of teachers who work among the poor is analyzed. (CK)

Gentle teaching, empowering children growing up amid poverty and violence, is the only alternative to ineffective coercive teaching. "Decent" teachers are not judgmental, moralistic, or easily shocked; they listen, recognize their biases, are culturally competent, and do not seek to fulfill power needs. (SK)

The at-risk status of so many American children is not an accident, but rather a direct result of our social and economic history. This document briefly recounts the history of blacks in the United States and draws on the experiences of the author in his capacity as superintendent of an urban school district to substantiate this position. Reverse…

Proposes 12 teacher attributes that are important in multicultural schools, focusing on specific teacher qualities and ideology and explaining that selecting teachers who are predisposed to perform the sophisticated expectations of multicultural teaching is a necessary precondition. Training has important value after preselection, providing it…