This second handbook offers all new content in which readers will find a thoughtful and measured interrogation of significant contemporary thinking and practice in urban education. Each chapter reflects contemporary cutting-edge issues in urban education as defined by their local context. One important theme that runs throughout this handbook is how urban is defined, and under what conditions the marginalized are served by the schools they attend.
Schooling continues to hold a special place both as a means to achieve social mobility and as a mechanism for supporting the economy of nations. This second handbook focuses on factors such as social stratification, segmentation, segregation, racialization, urbanization, class formation and maintenance, and patriarchy. The central concern is to explore how equity plays out for those traditionally marginalized in urban schools in different locations around the globe. Researchers will find an analysis framework that will make the current practice and outcomes of urban education, and their alternatives, more transparent, and in turn this will lead to solutions that can help improve the life-options for students historically underserved by urban schools.

Autorentext

William T. Pink is Professor Emeritus of Educational Policy and Leadership studies in the College of Education at Marquette University, where he has served as both department chair and as director of the doctoral program. He has published widely in the areas of delinquency, sociology of education, and educational reform. He has been the co-editor of The Urban Review (Springer) since 1978, co-editor of a book series entitled, Understanding Education, Social Justice, and Policy (Hampton Press), and co-editor of the book series entitled Education, Equity, Economy (Springer), both with George Noblit. He was recently appointed as Associate Editor of The Oxford Research Encyclopedia of Education (Oxford University Press). His most recent books are Cultural Matters: Lessons Learned from Field Studies of Several Leading School Reform Strategies (Hampton Press, 2005), the International Handbook of Urban Education (Springer, 2007), and Schools for Marginalized Youth: An International Perspective (Hampton Press, 2012).

George W. Noblit is Joseph R. Neikirk Distinguished Professor of Education at the University of North Carolina at Chapel Hill. His research has focused on urban education, race and equitable schooling, and qualitative research methods. He is an award winning scholar, most recently of the Mary Anne Raywid Award for Distinguished Scholarship from the Society of Professors of Education. His most recent books are School desegregation: Oral histories toward the understanding the effects of White domination (Sense Publishers, 2015) and (co-edited with William Pink) Education, equity and economy: Crafting a new intersection (Springer, 2016). He is the co-editor of The Urban Review. He was also co-editor of the International Handbook of Urban Education (Springer, 2007) which was the predecessor to this volume. Most recently, he is founding Editor-in-Chief of the Oxford Research Encyclopedia of Education, a global, online, continually revisable repository of education research.

Klappentext

All new content offering the latest in research on urban education around the globe Answers questions ranging from how to define urban, to how to improve life-options for marginalized students Offers invaluable insights on education and its central role in social mobility and economic development

Inhalt
Introduction: Globalised Urban Education: Tracking Change; William T. Pink and George W. Noblit.- Africa.- 1 Urban Education and Inclusion in Africa: Section Editor's Introduction; Sulochini Pather.- 2 The Possibilities Offered by Inclusive Education in Addressing the Challenges of Urban Education; Sigamoney Naicker.- 3 Financing of Inclusive Education in Urban Settings of Swaziland; Cebsile P. Nxumalo.- 4 Trends of Inclusive Education and Impediments in Urban Schools of Ethiopia; Yirgashewa Bekele.- 5 Tackling Education of Girl Child with Disability in Urban Settings of Uganda; Lawrence Eron and Paul Emong.- 6 Role of Urban Non-Formal Education in Inclusive Education Provision in Nairobi Kenya; Martin Mwongela Kavua.- Asia.- 1 How Nation-States Respond to the Impacts of Migration, Immigration and Ethnic Diversity in the Context of Globalization in India, China, Japan, Korea and Singapore: Section Editor's Introduction; Xue Lan Rong.- 2 Engaging Identities and Cultures in a Globalized, Postcolonial India: Implications for Decolonizing Curriculum and Pedagogy; Nina Asher.- 3 The Education Issues of the Children of Internal Migrant Workers in China; Shizhan Yuan, George Noblit and Xue Lan Rong.- 4 Promises and Practices: A Case Study on Compulsory Education Policy Implementation in a Large Migrant-Inflow City in China; Shuyin Liu, Wenyang Sun and Elizabeth Barrow.- 5 Transnational Migration and Urban Education in Japan; Kaori Okano.- 6 Multicultural Education in Korea; Insil Chang.- 7 Rethinking Diversity in South Korea: Examining the Ideological Underpinnings of Multicultural Education Policies and Programs; Ji-Yeon O. Jo and Minseung Jung.- 8 Educating All Children in Multicultural, Multilingual Singapore: The Quest for Equity Amidst Diversity; A. Lin Goodwin and Ee Low Ling.- Eastern Europe.- 1 Urban Education in Eastern Europe: Section Editors' Introduction; Victoria Showunmi.- 2 Contemporary Educational Problems and Major Challenges as a Part of Curriculum Changes in Croatia: A Multiple Perspectives Insight; Dijana Vican.- 3 Urban School Culture in Croatia: Student Empowerment or Spirit Impoverishment? Anelka Peko and Rahaela Varga.- 4 Habitus of Multilingual Children and Youths in Urban Areas in Eastern Croatia; Klara Bili Metri.- India.- 1 Urban Education in India: Section Editor's Introduction; Geetha B. Nambissan.- 2 Homogenized Educational Imagination and Polarized Educational Opportunities: Schooling in Contemporary Kolkata; Manabi Majumdar.- 3 The City, Education and Social Mobility: Women's Narratives from Delhi; Divya Vaid.- 4 Education in the 'Sanskarnagari': Baroda, Provincial Capital of a 'Progressive' Princely State in the Late Nineteenth and Early Twentieth Century; Nandini Manjrekar.- 5 Closed City 'Spaces': Differential Access to Education in Vijayawada, South India; N Purendra Prasad.- 6 Production of an 'Educational' City and its Urban Sprawl: Education Economy and Re-Structuring of Kota in India; S. Srinivasa Rao.- 7 On the Margins of 'Opportunity': Urbanisation and Education in Delhi's Metropolitan Fringe; Radhika Menon.- Latin America.- 1 Urban Education in Latin America: Section Editor's Introduction; Belmira Oliveira Bueno.- 2 Schooling Processes and the Indigenous Peoples in Urban Contexts in Mexico; Gabriela Czarny.- 3 Public Education Policies in Chile: Tensions and Conflicts in the Ongoing Reforms; Sebastian Donoso-Diaz and Moyra Castro-Paredes.- 4 Evaluation and Accountability in Large-Scale Educational System in Chile and its Effects on Student's Performance in Urban Schools; Maria Luisa Quaresma and Juan Pablo Valenzuela.- 5 The Inclusive Potential of Secondary Education in Brazil. Contributions for an Analysis of Juvenile Trajectories After Secondary School; Nora Krawczyk and Edna Y. Taira.- 6 1-1 Model and the Reduction of the Digital Divide: Conectar Igualdad in Argentina; Silvina Gvirtz and Esteban Torre.- 7 School, Religion and Intolerance: On Laic School and Religious Conflicts in Brazil; Marcelo Andrade and Pedro Teixeira.- 8 Public Policies on Deaf Education. Comparative Analysis Between Uruguay and Brazil; Leonardo Peluso Crespi, Juan Andres Larrinaga, Ana Claudia Balieiro.- 9 The Teaching Profession in Latin America: Change Policies and the Challenges of Poverty and Exclusion; Cristian Cox, Carlos Beca and Marianela Cerri.- Nordic.- 1 U…