This second edition of the Handbook of Urban Education offers a fresh, fluid, and diverse range of perspectives from which the authors describe, analyze, and offer recommendations for urban education in the US. Each of the seven sections includes an introduction, providing an overview and contextualization of the contents. In addition, there are discussion questions at the conclusion of many of the 31 chapters.
The seven sections in this edition of the Handbook include: (1) Multidisciplinary Perspectives (e.g., economics, health sciences, sociology, and human development); (2) Policy and Leadership; (3) Teacher Education and Teaching; (4) Curriculum, Language, and Literacy; (5) STEM; (6) Parents, Families, and Communities; and (7) School Closures, Gentrification, and Youth Voice and Innovations. Chapters are written by leaders in the field of urban education, and there are 27 new authors in this edition of the Handbook.
The book covers a wide and deep range of the landscape of urban education. It is a powerful and accessible introduction to the field of urban education for researchers, theorists, policymakers and practitioners as well as a critical call for the future of the field for those more seasoned in the field.
Table of Contents
Foreword; Introduction; Introduction to Section I Multidisciplinary Perspectives; 1 Race & Research*; 2 The Role of Education in Reducing Racial Inequality: Possibilities for Change; 3 Economics of Urban Education: Race, Resources, and Control in Schools; 4 Health, Nutrition and Physical Activity*; 5 Human Development Perspectives on Public Urban Education; Introduction to Section II Policy & Leadership; 6 The Continuously Evolving Landscape of School Choice in the United States; 7 School Reform and School Choice*; 8 Charter Schools and Urban Education Reform*; 9 Leading While Black: The Paradox and Prospects of Black Education Leadership in Urban Schools; Introduction to Section III Teacher Education & Teaching; 10 Teachers Unions and Urban Education: Resistance Amidst Research Lacunae; 11 Teacher Education in Urban Contexts*; 12 Culturally Responsive Teaching: Ideas, Actions, and Effects ; 13 Ethnic-Matching in Urban Schools*; 14 On the Harm Inflicted by Urban Teacher Education Programs: Learning from the Historical Trauma Experienced by Teachers of Color; Introduction to Section IV Curriculum, Language & Literacy Studies; 15 The Making of Urban Curriculum: A Case on African Americans in the U.S. ; 16 The Critical Literacy of Race: Toward Racial Literacy in Urban Teacher Education; 17 Interrogating Languaging Through Power, Race, and Space in the Schooling of Translingual Student Populations; 18 Urban Literacy Learning*; Introduction to Section V Science, Technology, Engineering and Mathematics; 19 Preserving the "S" in STEM: A Review of Research of Urban Science Education; 20 Urban Mathematics Education as a Political and Personal Project; 21 SUM It Up: A Sociological Approach to Urban Mathematics Education; 22 Afrofuturism: Reimagining STEM for Black Learners in Urban Contexts; Introduction to Section VI Parents, Families & Communities; 23 Community and Family Involvement in Urban Schools*; 24 Parent Involvement for Urban Students and Youth of Color*; 25 Urban Context:Geography, African American Families, and the Possibilities for Family Engagement ; 26 In the Arid Zone: Drying Out Educational Resources for English Language Learners Through Policy and Practice; 27 Lesbian, Gay Bisexual, Transgender, Queer, and Questioning People and Issues in Urban Education*; Introduction to Section VII School Closures, Gentrification, Youth Voice & Innovations; 28 School Closures and Urban Education; 29 Unpacking the Relationship Between Gentrification and Urban Schooling: Laying the Groundwork for Future Research; 30 Urban Schooling and the Transformative Possibilities of Participatory Action Research: The Role of Youth in Struggles for Urban Education Justice; 31 Grow Your Own Teachers for Urban Education*; Afterword
H. Richard Milner IV is Cornelius Vanderbilt Chair of Education in the Department of Teaching and Learning at Peabody College of Education and Human Development at Vanderbilt University. Milner is a researcher, scholar and leader of urban education and teacher education.
Kofi Lomotey is the Bardo Distinguished Professor of Educational Leadership at Western Carolina University in Cullowhee, NC. His research and publications focus on Blacks in higher education, urban education, Black principals and independent African-centered schools.
"In 2013, I wrote that the first edition of The Handbook of Urban Education was ‘extraordinary, thoughtful. . . comprehensive and multidimensional,’ representing a profound appreciation of experiences in urban centers. H. Richard Milner IV and Kofi Lomotey have taken this second edition even further, with state-of-the-art evidence, reflections, and recommendations drawing on the best scholarship and practice in central city schools. Both wise and accessible, this volume represents the state-of-the-art in knowledge and insight about urban education."
--Linda Darling-Hammond, President, the Learning Policy Institute and Professor Emeritus, Stanford University School of Education
"In this revised second edition, Richard Milner, Kofi Lomotey, and their many authors situate urban education squarely within the context of a new call for racial justice. In so doing, they insist that equity, justice, and access be at the very center of a liberatory, excellent, and high-quality education for the students of diverse backgrounds who populate our urban public schools. Thoroughly updated, comprehensive, and multidisciplinary in scope, The Handbook of Urban Education should be in the hands of policymakers, administrators, researchers, teachers, and anyone who cares about the future of public education in the United States."
--Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst
"In the second edition of the□Handbook, we gain deeper insight into the complexity of the multidisciplinary field of urban education. H. Richard Milner IV and Kofi Lomotey’s co-edited volume provides a nuanced understanding of how and why urban spaces bear the brunt of twin pandemics, racism and COVID-19. Equally important, in this post-truth period, our nation’s leading and emerging scholars provide an evidence-base for advancing and re-imagining research, policy, and practice in urban education."□
--Travis J. Bristol, Assistant Professor, University of California, Berkeley
"In a time of great panic due to the world’s□twin pandemics of racism and COVID 19 Milner and Lomotey boldly offer humanistic and racially just ways to educationally thrive. Bar none, the second edition Handbook of Urban Education includes a who’s who of academia and deeply examines a range of subtopics pertinent to today’s urban education context. From racially just math education and humanistic approaches to K-12 schools to fights for racial justice in teacher unions and urban teacher education programs this book is a□must read in every urban education course."
--Cheryl E. Matias, Professor and Director, University of Kentucky
"As the nation faces urgent demands for social justice, this volume offers interdisciplinary insights on the complexities of urban education systems beset with deep inequities. The handbook’s historical grounding illuminates how race has been inscribed into the urban, while it documents multiple racial narratives in heterogeneous urban spaces. The volume has an expansive reach, aspiring to untangle conceptual ambiguities, documenting foundational and technical dimensions, probing liberal and neoliberal developments, and composing a polyphonic discourse with careful attention to key stakeholders (parents, families, communities). The volume dares readers to ask, ÒWhat ifÉ?Ó and maps possible opportunities. The 2nd edition of the Handbook of Urban Education is an essential text for readers interested in grasping the multifaceted character of urban education in the 21st century."
--Alfredo J. Artiles, Professor, Stanford University
"This powerful collection is an invitation□to educators to skillfully take their necessary place in the movement for Black Lives and the ongoing struggle for racial justice. Readers will find themselves both challenged and empowered to imagine, to demand, and to urgently advance□joy and justice in our urban schools."
Carla Shalaby, Coordinator of Social Justice Initiatives & Community Internships, University of Michigan