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Of the approximately 50 million public school students in the United States, more than half are in urban schools. A contemporary companion to City Kids, City Teachers: Reports from the Front Row, this new and timely collection has been compiled by four of the country's most prominent urban educators. Contributors including Sandra Cisneros, Jonathan Kozol, Sapphire, and Patricia J. Williams provide some of the best writing on life in city schools and neighborhoods. Young people and practicing teachers, poets and scholars, social critics and journalists offer unique takes on topics ranging from culturally relevant teaching and scripted curricula to the criminalization of youth, gentrification, and the inequities of school funding.In the words of Sonia Nieto, City Kids, City Schools "challenge[s] the conventional wisdom of what it means to teach in urban schools."
City Kids, City Teachers, now reissued with a new preface by William Ayers, has become a touchstone for urban educators, exploding the stereotypes about teaching in the city. In more than twenty-five provocative selections, each of which is introduced and set in context by Ayers and Patricia Ford, an all-star cast of educators and writers explores the surprising realities of city classrooms from kindergarten through high school. Contributors including Gloria Ladson-Billings, Lisa Delpit, June Jordan, Lewis Lapham, Audre Lorde, and Deborah Meier move from the poetic to the practical, celebrating the value of city kids and their teachers. Useful both as a guide and a call to action for anyone who teaches or has taught in the city, it is essential reading for those contemplating teaching in an urban setting and for every parent with children in a city school today."Hopeful, helpful discussions of culturally relevant teaching... moving illustrations of what urban teaching is all about. An inspiring collection." --Publishers Weekly"With its upbeat mix of ready-to-share city kids' memoirs and classroom strategies, this book is an inspiring resource for veteran teachers, parents, community members, and students." --Educational Leadership"You'll feel sad, angry, hopeful, agitated, and inspired." --NEA Today"City Kids, City Teachers has the potential to create genuine change in the learning, teaching, and administration of urban public schools." --Library Journal
In more than forty books on subjects ranging from social justice to mathematics, morality to parenthood, Herb Kohl has earned a place as one of our foremost "educators who write." With Marian Wright Edelman, Mike Rose, Lisa Delpit, and Vivian Paley among his fans, Kohl is "one of only a handful of writers," as William Ayers says in his introduction, "to have had a serious impact on the practice of education over the past four decades." Now, for the first time, readers can find collected in one place key essays and excerpts spanning the whole of Kohl's career, including practical as well as theoretical writings.Selections come from Kohl's classic 36 Children, his National Book Award-winning The View from the Oak (co-authored with his wife Judy), and all his best known and beloved books. The Herb Kohl Reader is destined to become a major new resource for old fans and a new generation of teachers and parents.
"Teaching Toward Democracy" examines the contested space of schooling and school reform with a focus on the unique challenges and opportunities that teaching in a democratic society provides. Teaching in and for democracy involves developing particular qualities of mind that teachers explore and work to develop as they become more effective educators. Some chapters open with familiar experiences in the lives of teachers in schools (working with parents and communities, or dealing with classroom discipline and management) and illuminate that commonplace in new, helpful, and sometimes startling, ways. Other chapters present possible interventions any teacher might make in any classroom for example, using the arts as an organizing center and metaphor for teaching more generally, or rethinking the press of politics on our every day practice. This book foregrounds the central idea that democratic ideals are a necessary starting point and context in which to enact our teaching here and now."
Ayers (education, U. of Illinois at Chicago), who has taught for 30 years, feels that teachers are "moral actors," that teaching involves "moral commitment and ethical action," and that these elements are at the core of real education. He advises teachers to accept their calls as instigators of freedom and enlightenment, and act as coworkers with students. Using examples from the academe, including poetry, history, and fiction, as well as popular culture, he examines what can go right, and wrong, and how teachers can be liberators or tyrants, depending on how they perceive their core missions and on how well they understand their students as individuals. Ayers includes neither a bibliography nor an index. Annotation ©2004 Book News, Inc. , Portland, OR (booknews. com)