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Pedro A. Noguera, Esa Syeed, James A Banks - City Schools and the American Dream 2, Häftad

Häftad, Engelska, 2020

City Schools and the American Dream 2

The Enduring Promise of Public Education

Av Pedro A. Noguera, Esa Syeed, James A Banks

Del i serien Multicultural Education Series

330 kr

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Beskrivning
Over a decade ago, the first edition of City Schools and the American Dream debuted just as reformers were gearing up to make sweeping changes in urban education. Despite the rhetoric and many reform initiatives, urban schools continue to struggle under the weight of serious challenges. What went wrong and is there hope for future change? More than a new edition, this sequel to the original bestseller has been substantially revised to include insights from new research, recent demographic trends, and emerging political realities. In addition to surveying the various limitations that urban schools face, the book also highlights programs, communities, and schools that are making good on public education's promise of equity. With renewed commitment and sense of urgency, this new edition provides a clear-eyed vision of what it will take to ensure the success of city schools and their students.Book Features: Surveys persistent and emerging challenges in urban education.Synthesizes the latest education research in a way that is accessible to a wide audience, including teachers, students, administrators, parents, and community partners. Focuses on solutions, highlighting new developments and opportunities for achieving educational equity despite ongoing political challenges.
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Pedro A. Noguera is the Emery Stoops and Joyce King Stoops Dean of the USC Rossier School of Education. Esa Syeed is an assistant professor in the department of sociology at the California State University–Long Beach.

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“In the context of academic and public discourses that perpetually highlight what is ‘wrong’ with city schools, Noguera and Syeed offer a vital treatise on schools’ potential for advancing racial justice and social equity in K-12 education and beyond. While this premise undergirds both City Schools volumes, it is supported in City Schools 2 by a plethora of new and timely information and fresh theoretical perspectives. As such, this book has much to offer researchers, practitioners, and policy makers interested in the improvement of urban schools and public K-12 education more broadly and the well-being of the constituents they serve.”—Teachers College Record

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