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What is Urban Education?
Urban education is extremely hard to define. To the members of Urban Education Cohort Program (UECP) at Michigan Statue University, urban education is the ability for teachers to teach any student, in any environment no matter the race, ethnicity, gender, class, sexual orientation or religious belief.
In an urban setting, teachers need to be prepared to teach with limited resources, but be able to utilize all of the public venues the city has to offer such as the library, museums, historical districts and aquariums. Many of the places that cost money to attend in urban environments have different days that are free or discounted for students.
The following link is a great article about urban education!
http://sitemaker.umich.edu/rosman.356/urban_education_
In an urban setting, teachers need to be prepared to teach with limited resources, but be able to utilize all of the public venues the city has to offer such as the library, museums, historical districts and aquariums. Many of the places that cost money to attend in urban environments have different days that are free or discounted for students.
The following link is a great article about urban education!
http://sitemaker.umich.edu/rosman.356/urban_education_
Literacy in Urban Environments
When teaching in an urban environment, it is extremely important not to make assumptions about the students or their family. Many cultures have different beliefs on how education should take place. For example, in the Chinese culture, education is to be conducted at the school. The Chinese culture traditionally puts all of their faith in the teacher to educate their child. It is important not to assume that because the family might not be involved in the school, that they don't care!
It is also important to consider that in different urban environments, the student might have personal issues that he or she is struggling with. There are lots of different socioeconomic and social classes within an urban environment, and every person is an individual that has a story. It is important for the teacher to show that he or she cares for each student. This care shows that the students can open up to the teacher if they need to communicate any issues they might have, in or out of school.
It is also important to consider that in different urban environments, the student might have personal issues that he or she is struggling with. There are lots of different socioeconomic and social classes within an urban environment, and every person is an individual that has a story. It is important for the teacher to show that he or she cares for each student. This care shows that the students can open up to the teacher if they need to communicate any issues they might have, in or out of school.
Multimedia Resources
The following video is from YouTube. Mario Lemons is an Urban Education student that is extremely passionate about teaching!
Additional Journals and Articles for Urban Education
Articles and Journals (PDF)
critical_literacy_and_art_education-urban.pdf | |
File Size: | 161 kb |
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hip_hop_urban_context.pdf | |
File Size: | 103 kb |
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hit_the_ground_running_ten_ideas_for_preparing_and_supporting_literacy_coaches.pdf | |
File Size: | 1721 kb |
File Type: |
teachers_attitude_.pdf | |
File Size: | 225 kb |
File Type: |
technology_in_literacy.pdf | |
File Size: | 1582 kb |
File Type: |
urban_adult_literacy_education.pdf | |
File Size: | 1778 kb |
File Type: |
urban_education_homeless_shelter.pdf | |
File Size: | 205 kb |
File Type: |
Articles and Journals
Beverly Daniel Tatum, Why are all the Black Kids Sitting Together in the Cafeteria, (1997).
Beth Harry and Janette Klingner. (2006). Why are so many minority students in special education?
B. Harry, J. Klingner, and E. Cramer. (2007). Case Studies of Minority Student Placement in Special Education.
Compton-Lilly, C. (2003). Reading families: The literate lives of urban children. Teachers College Press: New York.
Delpit, L. (1995). Other People’s Children: Cultural Conflict in the Classroom. New York City, NY: New Press.
Huss-Keeler, R. L. (1997). Teacher Perception of Ethnic and Linguistic Minority Parental Involvement and its Relationships to Children’s Language and Literacy Learning: A Case Study. Teaching and Teacher Education, 13, 171-182.
Lew, J. (2006). Asian Americans in class: Charting the achievement gap among Korean American youth. New York: Teachers College Press.
Leslie Marmon Silko, Ceremony (1977). Silko superbly records poems, stories, beliefs, and traditions of the Lagunas, through the story of Tayo.
Lareau, A. (2000). Home advantage: Social class and parental intervention in elementary education. TK: Rowman & Littlefield Publishers.
Nieto, Sonia (2008). Affirming Diversity; The sociopolitical context of multicultural education. Boston, MA: Pearson Education Inc..
MacLeod, J. (1995). Ain’t no makin’ it: Aspirations and attainment in a low-income neighborhood. Boulder, CO: Westview Press. Paperback. Revised Edition.
Paula Rothenberg, ed., White Privilege, 2nd edition (2005). Rothenberg has compiled several essays, revealing the “other side of racism.”
Stanton-Salazar, R. D. (2001). Manufacturing hope and despair: The school and kin support networks of U.S.-Mexican youth. New York, NY: Teachers College Press.
Beth Harry and Janette Klingner. (2006). Why are so many minority students in special education?
B. Harry, J. Klingner, and E. Cramer. (2007). Case Studies of Minority Student Placement in Special Education.
Compton-Lilly, C. (2003). Reading families: The literate lives of urban children. Teachers College Press: New York.
Delpit, L. (1995). Other People’s Children: Cultural Conflict in the Classroom. New York City, NY: New Press.
Huss-Keeler, R. L. (1997). Teacher Perception of Ethnic and Linguistic Minority Parental Involvement and its Relationships to Children’s Language and Literacy Learning: A Case Study. Teaching and Teacher Education, 13, 171-182.
Lew, J. (2006). Asian Americans in class: Charting the achievement gap among Korean American youth. New York: Teachers College Press.
Leslie Marmon Silko, Ceremony (1977). Silko superbly records poems, stories, beliefs, and traditions of the Lagunas, through the story of Tayo.
Lareau, A. (2000). Home advantage: Social class and parental intervention in elementary education. TK: Rowman & Littlefield Publishers.
Nieto, Sonia (2008). Affirming Diversity; The sociopolitical context of multicultural education. Boston, MA: Pearson Education Inc..
MacLeod, J. (1995). Ain’t no makin’ it: Aspirations and attainment in a low-income neighborhood. Boulder, CO: Westview Press. Paperback. Revised Edition.
Paula Rothenberg, ed., White Privilege, 2nd edition (2005). Rothenberg has compiled several essays, revealing the “other side of racism.”
Stanton-Salazar, R. D. (2001). Manufacturing hope and despair: The school and kin support networks of U.S.-Mexican youth. New York, NY: Teachers College Press.
References
Anderson, R, & Balajthy, E. (2009). Technology in literacy education: stories about struggling readers and technology. International Reading Association,62(6), 540-542.
Blachowicz, C, Buhle, R, Ogle, D, Frost, S, & Correa, A. (2010). Hit the ground running: ten ideas for preparing and supporting urban literacy coaches. The Reading Teacher, 63(5), 348-359.
Brown, B. (2010). Hip-hop as a resource for understanding the urban context. Cultural Study of Science Education, 5, 521-524.
Dirkx, J, Berger, J, Jeris, L, Levine, J, & Sinclair, J. (2010). 29th annual Midwest research-to-practice conference in adult, continuing, community and extension education. Proceedings of the Adult education (pp. 1-283). East Lansing, Mi: Michigan State University.
Halvorsen, A, Lee, V, & Andrade, F. (2008). A mixed-method study of teachers' attitudes about teaching in urban and low-income schools. Urban Education,44(181)
MacGillivray, L, Ardell, A, & Curwen, M. (2009). Libraries, churches and schools: the literate lives of mothers and children in a homeless shelter. Urban Education, 25, 221.
Millman, J. (2009). Critical literacy and art education: alternatives in the school reform. Perspectives on Urban Education, 4.
Blachowicz, C, Buhle, R, Ogle, D, Frost, S, & Correa, A. (2010). Hit the ground running: ten ideas for preparing and supporting urban literacy coaches. The Reading Teacher, 63(5), 348-359.
Brown, B. (2010). Hip-hop as a resource for understanding the urban context. Cultural Study of Science Education, 5, 521-524.
Dirkx, J, Berger, J, Jeris, L, Levine, J, & Sinclair, J. (2010). 29th annual Midwest research-to-practice conference in adult, continuing, community and extension education. Proceedings of the Adult education (pp. 1-283). East Lansing, Mi: Michigan State University.
Halvorsen, A, Lee, V, & Andrade, F. (2008). A mixed-method study of teachers' attitudes about teaching in urban and low-income schools. Urban Education,44(181)
MacGillivray, L, Ardell, A, & Curwen, M. (2009). Libraries, churches and schools: the literate lives of mothers and children in a homeless shelter. Urban Education, 25, 221.
Millman, J. (2009). Critical literacy and art education: alternatives in the school reform. Perspectives on Urban Education, 4.