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Focusing on multi-ethnic interaction in an inner city area, this book addresses difficult issues that are often simplistically and negatively portrayed, challenging the stereotypical denigration of inner city life, and Muslim communities in particular.

Inner cities. --- Cultural pluralism. --- Ethnic relations. --- Ethnic neighborhoods. --- Neighborhoods --- Inter-ethnic relations --- Interethnic relations --- Relations among ethnic groups --- Acculturation --- Assimilation (Sociology) --- Ethnic groups --- Ethnology --- Social problems --- Sociology --- Minorities --- Race relations --- Cultural diversity --- Diversity, Cultural --- Diversity, Religious --- Ethnic diversity --- Pluralism (Social sciences) --- Pluralism, Cultural --- Religious diversity --- Culture --- Cultural fusion --- Ethnicity --- Multiculturalism --- Central cities --- Ghettos, Inner city --- Inner city ghettos --- Inner city problems --- Zones of transitions --- Cities and towns --- Urban cores

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Transformations in Urban Education: Urban Teachers and Students Working Collaboratively addresses pressing problems in urban education, contextualized in research in New York City and nearby school districts on the Northeast Coast of the United States. The schools and institutions involved in empirical studies range from elementary through college and include public and private schools, alternative schools for dropouts, and museums. Difference is regarded as a resource for learning and equity issues are examined in terms of race, ethnicity, language proficiency, designation as special education, and gender. The contexts for research on teaching and learning involve science, mathematics, uses of technology, literacy, and writing comic books. A dual focus addresses research on teaching and learning, and learning to teach in urban schools. Collaborative activities addressed explicitly are teachers and students enacting roles of researchers in their own classrooms, cogenerative dialogues as activities to allow teachers and students to learn about one another’s cultures and express their perspectives on their experienced realities and negotiate shared recommendations for changes to enacted curricula. Coteaching is also examined as a means of learning to teach, teaching and learning, and undertaking research. The scholarship presented in the constituent chapters is diverse, reflecting multi-logicality within sociocultural frameworks that include cultural sociology, cultural historical activity theory, prosody, sense of place, and hermeneutic phenomenology. Methodologies employed in the research include narratology, interpretive, reflexive, and authentic inquiry, and multi-level inquiries of video resources combined with interpretive analyses of social artifacts selected from learning environments. This edited volume provides insights into research of places in which social life is enacted as if there were no research being undertaken. The research was intended to improve practice. Teachers and learners, as research participants, were primarily concerned with teaching and learning and, as a consequence, as we learned from research participants were made aware of what we learned—the purpose being to improve learning environments. Accordingly, research designs are contingent on what happens and emergent in that what we learned changed what happened and expanded possibilities to research and learn about transformation through heightening participants’ awareness about possibilities for change and developing interventions to improve learning.

Education -- History. --- Education, Urban -- Congresses. --- Education --- Social Sciences --- Education - General --- Education, Urban. --- Inner city education --- Urban education --- Education. --- Education, general. --- Cities and towns --- Urban policy --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

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In recent decades a growing number of middle-class parents have considered sending their children to-and often end up becoming active in-urban public schools. Their presence can bring long-needed material resources to such schools, but, as Linn Posey-Maddox shows in this study, it can also introduce new class and race tensions, and even exacerbate inequalities. Sensitively navigating the pros and cons of middle-class transformation, When Middle-Class Parents Choose Urban Schools asks whether it is possible for our urban public schools to have both financial security and equitable diversity. Drawing on in-depth research at an urban elementary school, Posey-Maddox examines parents' efforts to support the school through their outreach, marketing, and volunteerism. She shows that when middle-class parents engage in urban school communities, they can bring a host of positive benefits, including new educational opportunities and greater diversity. But their involvement can also unintentionally marginalize less-affluent parents and diminish low-income students' access to the improving schools. In response, Posey-Maddox argues that school reform efforts, which usually equate improvement with rising test scores and increased enrollment, need to have more equity-focused policies in place to ensure that low-income families also benefit from-and participate in-school change.

Urban schools --- Middle class --- Public schools --- Education --- School management and organization --- Community and school --- Discrimination in education --- Segregation in education --- African Americans --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Bourgeoisie --- Commons (Social order) --- Middle classes --- Social classes --- Inner city schools --- City schools --- Social aspects --- Parent participation --- Segregation --- Inspection --- Management and organization --- Social conditions