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A cutting-edge collection of original essays from leading scholars examining the contemporary state of the ghetto in all its forms

Inner cities --- Sociology [Urban ] --- Sociology, Urban --- Urban sociology --- Cities and towns --- Central cities --- Ghettos, Inner city --- Inner city ghettos --- Inner city problems --- Zones of transitions --- Urban cores

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Taking Jamaican dancehall music as its prime example, this title reveals a complex web of cultural practices, politics, rituals, philosophies, and survival strategies that link Caribbean, African and African diasporic performance.

Quartiers pauvres --- Culture populaire --- Dancehall (Musique) --- Inner cities --- Popular culture --- Dancehall (Music) --- Dance-hall (Music) --- Dancehall reggae music --- Digital dancehall (Music) --- Ragamuffin (Music) --- Raggamuffin (Music) --- Reggae dancehall music --- Reggae music --- Culture, Popular --- Mass culture --- Pop culture --- Popular arts --- Communication --- Intellectual life --- Mass society --- Recreation --- Culture --- Central cities --- Ghettos, Inner city --- Inner city ghettos --- Inner city problems --- Zones of transitions --- Cities and towns --- Urban cores --- Aspect social --- Social aspects --- Kingston (Jamaïque) --- Kingston (Jamaica) --- Kingston, Jamaica --- Conditions sociales. --- Social conditions.

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Heather Kirn Lanier joined Teach For America (TFA), a program that thrusts eager but inexperienced college graduates into America's most impoverished areas to teach, asking them to do whatever is necessary to catch their disadvantaged kids up to the rest of the nation. With little more than a five-week teacher boot camp and the knowledge that David Simon referred to her future school as "The Terrordome," the altruistic and naive Lanier devoted herself to attaining the program's goals but met obstacles on all fronts.

Teachers --- African Americans --- Education, Secondary --- Educational change. --- Urban schools --- High schools --- Education, Urban --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Inner city schools --- City schools --- Schools --- Inner city education --- Urban education --- Cities and towns --- Urban policy --- Education (Secondary) --- Teach for America (Project) --- Teach for All (Project) --- Baltimore (Md.) --- Baltimore City (Md.) --- City of Baltimore (Md.) --- Charm City (Md.) --- Baltemore Town (Md.) --- Social conditions --- Mobtown (Md.)

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As media reports declare crisis after crisis in public education, Americans find themselves hotly debating educational inequalities that seem to violate their nation's ideals. Why does success in school track so closely with race and socioeconomic status? How to end these apparent achievement gaps? In the Crossfire brings historical perspective to these debates by tracing the life and work of Marcus Foster, an African American educator who struggled to reform urban schools in the 1960's and early 1970's.As a teacher, principal, and superintendent-first in his native Philadelphia and eventually in Oakland, California-Foster made success stories of urban schools and children whom others had dismissed as hopeless, only to be assassinated in 1973 by the previously unknown Symbionese Liberation Army in a bizarre protest against an allegedly racist school system. Foster's story encapsulates larger social changes in the decades after World War II: the great black migration from South to North, the civil rights movement, the decline of American cities, and the ever-increasing emphasis on education as a ticket to success. Well before the accountability agenda of the No Child Left Behind Act or the rise of charter schools, Americans came into sharp conflict over urban educational failure, with some blaming the schools and others pointing to conditions in homes and neighborhoods. By focusing on an educator who worked in the trenches and had a reputation for bridging divisions, In the Crossfire sheds new light on the continuing ideological debates over race, poverty, and achievement. Foster charted a course between the extremes of demanding too little and expecting too much of schools as agents of opportunity in America. He called for accountability not only from educators but also from families, taxpayers, and political and economic institutions. His effort to mobilize multiple constituencies was a key to his success-and a lesson for educators and policymakers who would take aim at achievement gaps without addressing the full range of school and nonschool factors that create them.

African Americans --- Educational change --- African American school principals --- African American school superintendents --- Urban schools --- Afro-American school principals --- Afro-American school superintendents and principals --- School principals, African American --- School principals --- Afro-American school superintendents --- School superintendents, African American --- School superintendents --- Inner city schools --- City schools --- Schools --- Education. --- Foster, Marcus A., --- American History. --- American Studies. --- Autobiography. --- Biography. --- Political Science. --- Public Policy.

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Despite challenges and continuing inequalities surrounding urban education, there are instances which provide a counter narrative to the dominant discourses of failure. Urban educators who engage conscious caring and “armed love” in their practice are an example of this. This qualitative instrumental case study examines the practices of two transformative urban educators, around caring and armed love in their classroom praxis. This study examines their conceptions and practice of these approaches through interview, field-notes and video data. The findings involve manifestations of both caring and armed love, including connection, nurturance through food, community, directness, relationships, honesty, respect and demand, as well as high expectations. Despite the challenges that surrounded this school, the atmosphere of caring and armed love acted like a protective barrier or space of safety for the students. My conclusion points to the vital significance of re-humanizing our educational discourse in favor of the genuine care and connections that exist in urban settings, and the importance of re-centering our discussion to focus on the human aspects of education which lie at the core of our profession. Firmly anchored in a critical educational tradition of struggle, Fighting, Loving, Teaching reawakens teachers to educational justice and the everyday possibilities of a pedagogy of the heart. With uncompromising passion and commitment, this timely book weaves a narrative of critical persistence and radical hope, in an effort to reinsert the revolutionary power of love into current discourses of democratic schooling and society. Antonia Darder Leavey Endowed Chair of Ethics and Moral Leadership Loyola Marymount University, Los Angeles Author of Reinventing Paulo Freire: A Pedagogy of Love.

Education, Urban -- Northeastern States -- Case studies. --- High school teachers -- Northeastern States -- Case studies. --- Marginality, Social -- Northeastern States -- Case studies. --- Urban high schools -- Northeastern States -- Case studies. --- Urban youth -- Education -- Northeastern States -- Case studies. --- Education --- Social Sciences --- Education - General --- Education, Special Topics --- Education, Urban --- High school teachers --- Urban youth --- Urban high schools --- Marginality, Social --- Exclusion, Social --- Marginal peoples --- Social exclusion --- Social marginality --- Secondary school teachers --- Senior high school teachers --- Inner city education --- Urban education --- Education. --- Education, general. --- Assimilation (Sociology) --- Culture conflict --- Social isolation --- Sociology --- People with social disabilities --- High schools --- Urban schools --- City dwellers --- Youth --- City children --- Teachers --- Cities and towns --- Urban policy --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education, Urban. --- High school teachers. --- Marginality, Social. --- Urban high schools.