R. Patrick Solomon (Edited by) ,  Dia N. R. Sekayi (Edited by)

• Contents: P.C. Murrell, Jr., Foreword. Preface. R.P. Solomon, D.N.R. Sekayi, Introduction. Part I:Theoretical and Conceptual Framing of Urban Schooling. Introduction to Part I. S. James-Wilson,Using Representation to Conceptualize a Social Justice Approach to Urban Teacher Preparation. B-J. Daniel,Developing Educational Collectives and Networks: Moving Beyond the Boundaries of “Community” in Urban Education. L. Weiner,Gender, Power, and Accountability in Urban Teacher Education: Tensions of Women Working With Women. Part II:Pre-Service Teacher Preparation for Urban Transformation. Introduction to Part II. R.P. Solomon, R.K. Manoukian, J. Clarke, Pre-Service Teachers as Border-Crossers: Linking Urban Schools and Communities Through Service Learning. H. Smaller,Moving Beyond Institutional Boundaries in Inner-City Teacher Education. P.A. Young,Thinking Outside the Box: Fostering Racial & Ethnic Discourses in Urban Teacher Education. C.H. Gentles,Critical Pedagogy and Authoritarian Culture: Challenges of Jamaican Migrant Teachers in American Urban Schools. H. Evans, J. Tucker,Confronting Post-Colonial Legacies Through Pre-Service Teacher Education: The Case of Jamaica. Part III:Culturally Relevant Pedagogy and Advocacy in Urban Settings. Introduction to Part III. D.N.R. Sekayi, Student Resistance to Culturally Irrelevant Curriculum and Pedagogy: The Role of Critical Consciousness. R. Minott-Bent, Integrating Computer-Facilitated Learning in Urban Schools: The Challenges to a Pre-Service Teacher. W. Brooks,The Literary Voices of Urban Adolescents: Multi-Factor Influences on Textual Interpretations. R.P. Solomon, A.M.A. Allen, A. Campbell,The Politics of Advocacy, Strategies for Change: Diversity and Social Justice Pedagogy in Urban Schools. C. Reid,The Confluence of Teacher Education and Inner-City Activism: A Reciprocal Possibility.

R. Patrick Solomon (Edited by) ,  Dia N. R. Sekayi (Edited by)

• Contents: P.C. Murrell, Jr., Foreword. Preface. R.P. Solomon, D.N.R. Sekayi, Introduction. Part I:Theoretical and Conceptual Framing of Urban Schooling. Introduction to Part I. S. James-Wilson,Using Representation to Conceptualize a Social Justice Approach to Urban Teacher Preparation. B-J. Daniel,Developing Educational Collectives and Networks: Moving Beyond the Boundaries of “Community” in Urban Education. L. Weiner,Gender, Power, and Accountability in Urban Teacher Education: Tensions of Women Working With Women. Part II:Pre-Service Teacher Preparation for Urban Transformation. Introduction to Part II. R.P. Solomon, R.K. Manoukian, J. Clarke, Pre-Service Teachers as Border-Crossers: Linking Urban Schools and Communities Through Service Learning. H. Smaller,Moving Beyond Institutional Boundaries in Inner-City Teacher Education. P.A. Young,Thinking Outside the Box: Fostering Racial & Ethnic Discourses in Urban Teacher Education. C.H. Gentles,Critical Pedagogy and Authoritarian Culture: Challenges of Jamaican Migrant Teachers in American Urban Schools. H. Evans, J. Tucker,Confronting Post-Colonial Legacies Through Pre-Service Teacher Education: The Case of Jamaica. Part III:Culturally Relevant Pedagogy and Advocacy in Urban Settings. Introduction to Part III. D.N.R. Sekayi, Student Resistance to Culturally Irrelevant Curriculum and Pedagogy: The Role of Critical Consciousness. R. Minott-Bent, Integrating Computer-Facilitated Learning in Urban Schools: The Challenges to a Pre-Service Teacher. W. Brooks,The Literary Voices of Urban Adolescents: Multi-Factor Influences on Textual Interpretations. R.P. Solomon, A.M.A. Allen, A. Campbell,The Politics of Advocacy, Strategies for Change: Diversity and Social Justice Pedagogy in Urban Schools. C. Reid,The Confluence of Teacher Education and Inner-City Activism: A Reciprocal Possibility.

R. Patrick Solomon (Edited by) ,  Dia N. R. Sekayi (Edited by)

• Contents: P.C. Murrell, Jr., Foreword. Preface. R.P. Solomon, D.N.R. Sekayi, Introduction. Part I:Theoretical and Conceptual Framing of Urban Schooling. Introduction to Part I. S. James-Wilson,Using Representation to Conceptualize a Social Justice Approach to Urban Teacher Preparation. B-J. Daniel,Developing Educational Collectives and Networks: Moving Beyond the Boundaries of “Community” in Urban Education. L. Weiner,Gender, Power, and Accountability in Urban Teacher Education: Tensions of Women Working With Women. Part II:Pre-Service Teacher Preparation for Urban Transformation. Introduction to Part II. R.P. Solomon, R.K. Manoukian, J. Clarke, Pre-Service Teachers as Border-Crossers: Linking Urban Schools and Communities Through Service Learning. H. Smaller,Moving Beyond Institutional Boundaries in Inner-City Teacher Education. P.A. Young,Thinking Outside the Box: Fostering Racial & Ethnic Discourses in Urban Teacher Education. C.H. Gentles,Critical Pedagogy and Authoritarian Culture: Challenges of Jamaican Migrant Teachers in American Urban Schools. H. Evans, J. Tucker,Confronting Post-Colonial Legacies Through Pre-Service Teacher Education: The Case of Jamaica. Part III:Culturally Relevant Pedagogy and Advocacy in Urban Settings. Introduction to Part III. D.N.R. Sekayi, Student Resistance to Culturally Irrelevant Curriculum and Pedagogy: The Role of Critical Consciousness. R. Minott-Bent, Integrating Computer-Facilitated Learning in Urban Schools: The Challenges to a Pre-Service Teacher. W. Brooks,The Literary Voices of Urban Adolescents: Multi-Factor Influences on Textual Interpretations. R.P. Solomon, A.M.A. Allen, A. Campbell,The Politics of Advocacy, Strategies for Change: Diversity and Social Justice Pedagogy in Urban Schools. C. Reid,The Confluence of Teacher Education and Inner-City Activism: A Reciprocal Possibility.