Urban Schools documents the quality of resistance and identity politics in relation to both the formal and hidden curricula of urban schools, their pedagogical practices, and their administrative norms and policies. Building on the notion that the study of «marginality» is equally as important as an understanding of the school's structural connections to the wider society, Mickey Lauria and Luis F. Mirón demonstrate how resistance is much more than a random series of psychological events. Indeed, within the social context of the formation of racial and ethnic identity in schools in New Orleans, Louisiana, students' acts of resistance alter the ideological structures of schooling.

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The Authors: Mickey Lauria is Director of the Center for Community Growth and Change and Professor of City and Regional Planning at Clemson University. He spent seventeen years in the College of Urban and Public Affairs at the University of New Orleans serving as Professor of Urban Planning and Public Affairs, Director of the Division of Urban Research and Policy Studies, Director of the Doctoral Program in Urban Studies, and lastly as Associate Dean for Academic Affairs. He received his Ph.D. in urban geography from the University of Minnesota. Dr. Lauria has edited the Journal of Planning Education and Research and is the editor of Reconstructing Urban Regime Theory: Regulating Urban Politics in a Global Economy. He has published articles on urban redevelopment, urban politics, and community-based development organizations in planning, geography, and urban studies journals.
Luis F. Mirón is Professor of Educational Policy and Social Theory at the University of Illinois, Urbana-Champaign. He served for five years as chair of the Department of Education at University of California, Irvine. He received his Ph.D. in Latin American studies from Tulane University in New Orleans. His primary research interests are in postmodern and poststructural social theories and their application to the analysis and resolution of policy and ethical dilemmas in urban public schools. He is the author of The Social Construction of Urban Schooling: Situating the Crisis.