Learning to Co-Construct Critical Processes in an Urban School-University Partnership.
This article tells the story of how university and school personnel collaborated to revise a fifth grade writing program. The project was named Rethink/Rewrite because it focused on having students consider contrasting portrayals of people and events in the social studies textbooks and in alternative materials about the same historical periods by African Americans and Native Peoples.
Teacher Education in Urban School-Based, Multi-Agency Collaboratives
This article suggests that students in teacher education programs can benefit from the experience of working with an urban school-based multi-agency collaborative if presented early in the learning process. This is particularly important because constructing new learning about issues of race and poverty may affect students’ ability to successfully teach in an urban school.