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This review has been accessed times since April 16, 2004
Steinberg, Shirley and Kincheloe, Joe. (Eds.) (2004). 19
Urban Questions: Teaching in the City. New York: Peter
Lang
Pp. Xii + 296
$34.95 (Paper) ISBN 0820457728
Reviewed by Michele Knobel
Montclair State University
April 16, 2004
One of the best things about 19 Urban Questions: Teaching
in the City is that it lives up to its name, posing 19
difficult questions about urban education and challenging alike
long-term urban educators and newcomers to the field to think and
think again about what urban education is within current times,
who urban students are and what are the roles and
responsibilities of teachers who work in urban schools. One of
the other best things about this book is that it makes no glib
promises to deliver neat, quotable answers to the gritty
questions its authors ask. Indeed, many of these authors clearly
wrestle with urban education issues they face within their own
work lives as teacher educators, cultural workers, teachers, or
student teachers and their frustrations with not being able to
bring about the positive changes in the lives of urban students
and educators they aim at as quickly or as completely as they
would like. This makes for a book that is imminently suited to
sparking rich dialogue within university classrooms, staff
lounges or departmental offices in schools, within
community-based organization offices and meetings, and so
on.
Despite a rich history of urban education books that critique
mainstream American practices within the education system that
serve to marginalize and disadvantage urban students, Joe
Kincheloe reminds readers in the opening chapter of the
book—and which poses the first question, “Why a book
on urban education?”—that none of the issues raised
by urban education researchers and commentators working in
previous decades have gone away. Issues such as teacher shortages
and inadequate funding remain pressing problems, while at the
same time, urban schools are now facing new issues associated
with increased and high-stakes school and teacher accountability
that involve many urban schools in trying to downplay if not hide
a welter of problems their teachers and students face on a daily
basis (e.g., high dropout rates, special education needs,
counseling issues).
Kincheloe rightly points out how the term “urban”
has all too often become a signifier for poor, non-achieving,
non-white and often violent students living in bad neighborhoods
with crumbling buildings and weak family values. While 19
Urban Questions does engage with the dark side of urban
education, it also works dialogically to challenge pessimistic
conceptions of urban students and urban education and celebrates
successful approaches to classroom practice and programmatic
changes in urban schools and community contexts.
The book can be divided roughly into 3 categories of
significant issues or dilemmas: the complex nature of urban
education and the complex make-up of urban students, subject area
teaching in urban contexts, and community concerns and urban
education. Ten of the 19 chapters in this book, in addition to
Joe Kincheloe’s introduction, focus on conceptualizing
contemporary urban schools and their students. Philip M. Anderson
and Judith Summerfield ask, “Why is urban education
different from suburban and rural education?” in their
chapter. Their main argument is that schools within the U.S. are
a “battleground for defining the nation” (p. 38) and
they set the scene for examining this claim by critiquing faux
nostalgia for an idealized past rooted in rural America and its
schools. In so doing, the authors challenge claims that suburban
and rural schools should be used as the “norm”
against which to measure urban schools, or that urban schools
have necessarily or essentially “different” problems
to these “other” categories of schools. They disrupt
conventional mindsets on urban education by showing how states
like Arizona and Texas actually have a larger proportion of
students in urban schools than do states like New York. They
confirm that violent crime—including serious violent
crime—in urban schools is decreasing while at the same time
it is increasing in suburban schools. Anderson and Summerfield
also use statistics to challenge widespread assumptions
concerning high teacher-student ratios in urban schools (showing
instead that urban, suburban and rural school ratios are roughly
similar), and so on. This chapter will certainly cause many
educators—including those whose work centers on rural and
suburban schools—to critically rethink assumptions about
urban education that are grounded in myth or outdated data rather
than current information.
Florence Robinson asks in her chapter why there are so many
urban school dropouts and what can be done about them. She points
to some of the difficulties associated with reading and analyzing
national and state-level statistics concerning drop-out rates in
schools. Key issues associated with these data are the use of
different definitions of “drop out” status categories
used to collect data, the absence of students younger than 16
years in much of the data, and interest-serving inaccuracies in
district and state-level reporting of drop out data. Despite
often conflicting statistics, it remains clear that dropout rates
remain significantly higher in urban schools than they are in
suburban schools. Robinson argues that there is an urgent need
for sustained academic and social support from preschool onwards,
and not just in high school only, for groups of students who
historically are over-represented in dropout demographics.
Rebecca Goldstein poses the question, “Who are our urban
students and what makes them so ‘different’?”
in her chapter. She argues that the category “urban
student” is a sociopolitical category used to maintain
social and economic divisions among different groups. Goldstein
uses lively anecdotes from her own teaching experience to
underscore and challenge the ways in which urban students are
erroneously construed by non-urban students, teachers and others
as academically apathetic or as a threat to personal safety.
David Forbes responds to the question, “What is the role
of counseling in urban schools?” in his chapter. He argues
persuasively for an holistic, wisdom-based and compassionate
approach to school counseling that includes the entire school
community and which challenges traditional approaches to school
counseling that cast students as “raw material” (p.
69) for the workforce. Forbes uses a synthetic but highly
effective scenario to model his conception of an effective high
school counselor within an urban context.
Luis Mirón asks ‘How do we locate resistance in
urban schools?’ and contextualizes his response within a
rich discussion of globalization and current formal and informal
labor economies operating within urban contexts, and the
escalating inequalities associated with jobs paying minimal
wages. He draws on a 5-year ethnographic study of inner city
schools—including magnet schools—to develop a call
for a “new urban pedagogy” (p. 95) that accommodates
urban students’ needs by providing a rich, culturally
relevant curriculum that is tied to immediate community concerns
as well as to more global concerns. This new approach, Mirón
argues, should also foster and mobilizes students’
racial/ethnic identity and pride as well as their knowledge of
others’ cultures and identities, while at the same time
emphasize self-discipline and provide caring, yet
non-paternalistic learning environments. He justifiably calls for
a more sincere and active recognition of urban students’
voices in curriculum and other school decisions.
In his chapter, Haroon Kharem turns the more conventional
question concerning gang membership as a problem to be solved by
(white) adults on its head by considering gang membership from a
young person’s point of view, and asks “What does it
mean to be in a gang?” He uses his analysis of what makes
gangs attractive to urban young people to emphasize the
importance of ensuring that urban students’ sense of
self-worth and dignity—and respect in the eyes of
others—remains intact. Kharem draws powerfully on his own
experiences as member of the Tomahawks in 1970s Brooklyn to
explore white fear of black males (which he evocatively terms,
“negrophobia”) and to underscore what can happen when
urban students, and especially young black males, have to fight
for respect. He also provides a fascinating historical overview
of gang activity in Brooklyn that has seen the roles of gangs
shift from protecting family and the neighbourhood to one of drug
running and other underworld transactions. This chapter reminds
educators everywhere that gangs are far from homogenous and gang
membership is complex and ameliorating problems associated with
both requires much more than patronising “just say
no” campaigns.
Eleanor Armour-Thomas asks about the nature of evaluation and
assessment in her chapter, while Judith Hill poses questions
about standardization and scripted learning within urban
education contexts. Armour-Thomas calls for urban teachers to be
aware of the ways in which pre-packaged assessment tools can
disadvantage students due to “non-equivalence” of
life experiences (with suburban experiences often assumed by test
content), different discourse patterns of speech and writing,
variations in acculturation and belief patterns that interfere
with accurate assessment of learning and knowledge, and so on.
Hill proposes a rich, alternative approach to urban education by
way of cultural organizations’ involvement in schools. In
her own case, this includes bringing artists from the community
into schools and engaging students in non-conventional ways of
learning and expressing knowledge using dance, visual media,
music and the like. Art appreciation classes, for example, can
engage students in learning social and political history, while
music and dance can be used to explore and interpret concepts and
current events. Her analysis offers sound advice for urban
teachers. For example, she argues convincingly for the role
artists and cultural groups can play in challenging
one-size-fits-all commercial learning programs in schools serving
urban students and sees these people and groups as uniquely
placed to resist or circumvent limiting policies because they
operate outside mandates to adhere to these policies.
Joe Valentine focuses on the field of disabilities education
and inclusion practices within urban schools—an area often
overlooked in the research literature. He argues eloquently for a
shift in teacher mindsets away from conceiving students as either
“able” or “disable” to a mindset that
conceptualizes student ability as falling along a continuum. He
calls for teachers to practice an “engaged pedagogy”
that is grounded in critical self-reflection and a very real
commitment to being an agent of change within the lives of urban
students.
Bilingual education issues in urban schools are addressed by
Alma Rubel-Lopez in her chapter. She calls to task education
university faculties that claim a critical theory orientation for
their programs, but which do little or nothing to promote
equitable education for students who do not speak standard school
English. Rubel-Lopez argues that for too long universities have
focused on bilingual education as a set of instructional methods
when they should instead be focusing on the “social,
cognitive, racial, and economic forces that impact on and result
from thee use of two languages” (p. 147).
The second category of issues addressed in this book focus on
urban students and subject area teaching or classroom-related
issues. This category comprises 5 chapters. Elizabeth Quintero
asks in her chapter, “Can literacy be taught successfully
in urban schools?” while Winthrop Holder poses the
question, “How can urban students become writers?” in
his chapter. Quintero argues for teaching critical literacy via
authentic, Freirean problem posing activities in urban
classrooms. She defines critical literacy as “a process of
constructing meaning and critically using language (oral and
written) as a means of expression, interpretation, and/or
transformation through literacies of our lives and the lives of
those around us” (p. 158). For Quintero, teaching urban
students to write should begin with their own lives and
experiences and be supported by texts written from a rich array
of worldviews. Quintero spans the school grades with concrete and
highly accessible examples of problem-posing pedagogy and
critical literacy activities that readers will find extremely
useful.
Holder is a high school social studies teacher. In his chapter
on writing, he draws on his extensive experience working with
urban students to produce a student-generated journal or magazine
at his school. He makes use of compelling examples and vignettes
to underscore the difference it makes when students are able to
work within a community of writers and have a real purpose for
writing (and are not just writing for an audience of one in the
shape of their teacher). Holder also emphasizes the value to be
had when teachers not only equip their urban students with the
mechanics of writing well, but also with the urge to write
and to write powerfully. He uses his observations of students
gained from working with them on the journal to critique college
writing practices that lock students into formulaic and often
meaningless text structures. Teaching urban students at the
tertiary level is under-reported in the research literature and
Holder’s chapter will no doubt cause many college-level
educators to pause and reflect on the ways in which they
accommodate the writing and knowledge strengths of urban students
in their classes.
Vanessa Dominie addresses questions concerning technology and
urban education in her chapter and rightly critiques “magic
bullet” claims about the potential of new technologies to
ameliorate the education woes of urban students. The heart of
Dominie’s chapter is her argument that the value of new
technologies will be realized in urban schools when they are used
to strengthen local communities through well-planned uses of
communication technologies such as email, web page development,
chat, discussion boards, and so on (p. 213). Dominie’s
“ecological” approach convincingly warns teachers
against attending only to urban students’ physical access
to new technologies and emphasizes the importance of attending to
students’ (and community members’) quality of
use of new technologies.
Teaching science in urban settings is the focus of Koshi
Dhingra’s chapter. Dhingra opens with a thought-provoking
critique of the traditional “scientific method” by
citing the then unconventional and highly intuitive approach to
gene research taken by Barbara McClintock and for which she was
awarded a Nobel prize in 1983. In his well-crafted chapter,
Dhingra draws an elegant distinction between three types of
scientific literacy that pre-service and in-service teachers
alike will find useful. These are: (1) practical science
literacy, which refers to knowledge resulting from scientific
research that is immediately applicable to practical problems;
(2) civic scientific literacy, which enables citizens to be more
informed about scientific research developments and applications;
and (3) cultural science literacy which is concerned with science
as a major human achievement (p. 220). He also draws a useful
distinction between modernist approaches to science teaching that
emphasize developmental approaches, single truths and fixed
procedures which he contrasts with a much more inquiry-focused
approach that more authentically mirrors what real scientists do
(and which includes mounting persuasive arguments for particular
interpretations of data and so on). Dhingra concludes with
practical suggestions for teaching science to a range of students
in urban schools and which include collaborating with local
natural history museums and using science on television to teach
key concepts and principles (spanning everything from examining
the science reported or practiced in science documentaries
through to popular fictional series such as the mystery-genre
X-Files and the hospital-based drama, E.R.).
It is heartening to see a book on urban education insisting on
the importance of teaching or enhancing urban students’
aesthetic appreciation. All too often urban schools are beset by
funding cuts to the arts in schools, heavy investment in
commercial “education” programs, test preparation
regimes that take up weeks on in-class time and the like, with
seeming little time left for artistic endeavor or appreciation.
Roymieco A. Carter asks the provoking question as to whether
indeed there is room in urban schools for aesthetics. Carter
argues convincingly for the need for teachers to recognize the
aesthetic practices already in place in their urban
students’ everyday lives—spanning everything from
appreciation for a well-crafted hip hop track through to street
galleries of high-quality graffiti. Carter offers elegantly
theorized and immanently practical suggestions for developing a
“critical aesthetic” sense in students that goes far
beyond simply examining the techniques of an artist in an
artwork, to identifying the ostensive and the ideological purpose
of each piece, what each piece assumes about the
“receiver”, and the construction of a relationship
between the artwork, the receiver and local and global
contexts.
The final three chapters pull back a little from a close focus
on urban students to include reference to urban communities and
issues faced there. This viewpoint is an important inclusion and
one that is often missing from books on urban education. Leah
Henry Beauchamp and Tina Siedler focus on asthma as a focus case
within a range of under-reported health issues that beset urban
communities and examine the ramifications asthma has for children
and their families. The authors remind teachers that parents in
low-paying jobs cannot afford to miss a day’s work to stay
home with a sick, asthmatic child and may be forced to send the
child to school instead. Asthma rates tend to be higher in urban
areas due to concentrated amounts of air pollution and dust, poor
ventilation in apartments, and so on. Beauchamp and Siedler
recommend a range of practical strategies teachers can use when
they have an asthmatic child in their class. These strategies
include not using perfume and spray-on adhesives, not having pets
in the classroom, working closely with parents to learn how to
recognize sings of an asthma attack, and knowing what to do in
the case of an emergency.
Katia Goldfarb asks, “Who is included in the urban
family?” in her chapter. She begins with an tightly argued
debunking of the widespread middle-class myth that urban parents
do not love or care about their children. She sets in place a
compelling critique of common assumptions concerning the moral
bankruptcy of urban families voiced in the media and in other
rhetorical forums, and examines some of the institutional
violence done to urban families in the name of
“helping” them. Goldfarb also discusses environmental
health and wellbeing issues that beset urban families, and
roundly criticizes “mainstream” family-values
ideology that works against non-traditional families. Goldfarb
usefully problematizes many urban teachers’ negative
perceptions of immigrant parents’ participation and calls
for strong school-family relationships to be established in order
to best serve the learning needs of urban students.
Derrick Griffith, Keisha Hayes and John Pascarella draw on
their own experiences as urban students, student teachers and
classroom teachers to respond to the question, “Why teach
in urban settings?” Griffith uses powerful vignettes taken
from his own education in urban schools to underscore how
important it is for urban schools to have teachers who can act as
advocates on behalf of students who often live down to other
teachers’ expectations of them. Hayes explains why she did
not become an urban school teacher in a conventional
sense, but found working in a grass roots Harlem-based community
organization and after school program as a teacher provided her
with the wherewithal to operate outside limiting institutions,
and to work dialogically with students as both a teacher and as a
learner. Pascarella deconstructs his own whiteness and explains
how important it is to him to become a teacher who is also a
cultural worker—one who values and builds on
students’ cultural and community knowledge and experiences.
Pascarella challenges widespread assumptions that urban kids need
“saving” and argues instead for practicing a pedagogy
of transformation in his own urban classrooms that construes
himself and his students as simultaneously learners and
teachers.
The book concludes with an afterword written by Shirley
Steinberg, in which she explains the personal significance of
“19” in the book’s title by way of referencing
Line 1 and Line 9 (i.e., “19”) of the New York
subway. For Steinberg, these lines that travel north and south
from downtown Manhattan capture the grittiness, chaos, energy,
darkness, and strength of the urban. Steinberg reminds readers
that the 19 questions posed in this book really only touch the
surface of urban education issues and responses.
Even though the questions broached by the authors in this
collection are diverse and wide-ranging, the book has a
satisfying overall conceptual and theoretical coherence by dint
of its critical theory framework. It is refreshing to find a book
that works so well dialectically—it refuses to shy away
from the hard-edged realities facing urban students, their
families and communities, while at the same time celebrates the
funds of knowledge, achievements and rich cultural insights and
experiences of urban dwellers. Foregrounding the complexities,
paradoxes and contradictions to be found in urban education is
imperative in order to ensure that current teacher education
students at undergraduate and graduate levels are not seduced by
the current climate of education policies that promote
one-size-fits-all magic bullet approaches to classroom pedagogy
in urban schools with promises that such programs will act as an
easy panacea to urban students’ school achievement
ailments. Indeed, this complexity is well-captured in 19 Urban
Questions, with not all of the authors presenting the same
critiques of the same topics, or even using similar data and
claims to make the same arguments. For example, some of the
photographs included within the text are somewhat problematic in
that they sail close to presenting yet more stereotyped images of
urban students (i.e., as students who sleep at their desks, who
never smile, who are only interested in portable boom boxes),
despite the book’s overall project to critique and
challenge all-too-popular urban stereotypes. These points of
difference only add to the usefulness of this book, however, in
that they will provide teacher educators, in particular, with
fruitful and motivating discussion starters for their
undergraduate or graduate classes. Indeed, the topics covered in
this book have wide appeal and while I can see it taken up
readily in urban education courses at the university level, it
will also lend itself to enriching classroom teaching methods
courses, family studies courses, and school counseling courses,
to name just a few.
The polyvocal nature of this collection will also ensure it
has wide appeal, despite a general emphasis within the book on
urban education within the north-east of the U.S. The authors
themselves draw on a rich universe of experience gained in
schools and in community groups. Including authors who are
cultural workers, teachers, student teachers, doctoral students,
teacher educators and others was an inspired move on the part of
the editors, Shirley Steinberg and Joe Kincheloe, and pays off
with a many-layered, thought-provoking and engaging book.
About the Reviewer
Michele Knobel is an Associate Professor at Montclair State
University, New Jersey, USA, and an adjunct Associate Professor
at Central Queensland University, Australia. Her research
interests include school students' in-school and out-of-school
literacy practices, and the study of the relationship between new
literacies and digital technologies. Her recent books include
Everyday Literacies, as well as New Literacies: Changing
Knowledge and Classroom Learning (with Colin Lankshear),
Alfabetización en la Época de la Información,
Perspectivas Contemporáneas (with Colin Lankshear), and the
forthcoming Handbook for Teacher Research (with Colin
Lankshear).
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