NCCRESt

part of the Education Reform Networks

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Inner City

• "A Teacher Wrote This Movie": Challenging the Myths of "One Eight Seven" [movie review]
  Reviews "One Eight Seven," a film about a teacher working with at-risk students. The film is an indictment of U.S.
• "Survival": A White Teacher's Conception of Drama with Inner-City Hispanic Youth
  Profiles how and why a White, upper-middle-class teacher who was trained in aspects of play production and theater education changed her conception of educational drama as she worked in an inner-city magnet school with impoverished, inner-city Hispanic youth. Discusses culture shock, cross-cultural functioning, and survival in terms of ethos, gang subculture, language, and staff authority.
• Challenging Old Assumptions: Preparing Teachers for Inner City Schools
  Researchers analyzed journals and essays from an elementary teacher education course, examining white prospective teachers' changing views about inner-city schools with minority children as they completed fieldwork and relevant readings. The experiences helped them question old assumptions about urban students and teaching and about the value of multicultural education.
• Culturally Relevant Teacher Education: A Canadian Inner-City Case
  This case study of an inner-city teacher education program in Canada documents the tensions at work on a social reconstructionist academic staff attempting to produce a culturally relevant teacher education program. Staff members acknowledge the social and educational contexts in which they work while working for the long-term interests of their students.
• Involving Parents in Children's Learning: A Strategy To Raise Standards in an Inner-City Primary School
  Describes a strategy to raise standards in a British inner-city school through parent involvement in learning and decision making and the recognition of religious and cultural diversity. Communication, particularly with language minority parents, is vital to the program's success.
• Life in Schools. An Introduction to Critical Pedagogy in the Foundations of Education
  This book describes one individual's reinvention as an educator, from a liberal humanist to an advocate of critical pedogogy. It examines relationships between schooling, the wider social relations that inform it, and historically constructed needs and competencies that students bring to schools, focusing on the social conditions of disaffected students living in public housing units under oppressive circumstances and addressing the needs of inner-city teachers.
• Prospective Teachers' Attitudes toward Urban Schools: Can They Be Changed?
  Studied the impact of urban-based field experience on the attitudes of 75 elementary-education majors. The effects of the field experience were generally positive, with 55% of the urban placement group indicating that they were inclined to pursue inner-city teaching, compared to 20% of the suburban placement group of 101 students.
• Reflections on the Challenges, Possibilities, and Perplexities of Preparing Preservice Teachers for Culturally Diverse Classrooms
  Describes one professor's personal struggle and growth in facing the challenges and perplexities of planning and developing strategies to initiate the critical process of teaching multicultural concepts to teacher education students early in their education by providing them field experiences in urban schools. Student attitudes and attitude changes are discussed.
• Technology-Transformed Dictionary Compilation: Drudgery into Desired Desktop Lexicographer Enchantment
  Describes how grade 3-8 inner-city students created multimedia, multicultural dictionaries. Highlights student reflections on the project using Kid Pix software, and their ideas for future uses for the dictionaries.
• The White Researcher in the Multicultural Community: Lessons in HIV Prevention Education Learned in the Field
  Explores the experiences of white, middle class researchers in poor, inner-city multicultural neighborhoods as they research HIV interventions, noting how the differences affect their ability to study and meet community HIV health education needs. The paper discusses researcher roles, communication across cultures, undoing stereotypes, community involvement in research, and effective educational forums.