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Contents: Joe L. Kincheloe: City Kids - Not the Kind of Students You'd Want to Teach - Rosalina Diaz: Latinas in Single-Sex Schools: An Historical Overview - Pepi Leistyna: How Multicultural Curriculum Development Often Misses the Mark - Richard D. Lakes: Urban Youth and Biographical Projects: Notes on Educational and Employment Transitions - Victor Goode/Jennifer D. Goode: De Facto Zero Tolerance: An Exploratory Study of Race and Safe School Violations - Rebecca A. Goldstein: Who You Think I Am Is Not Necessarily Who I Think I Am: The Multiple Positionalities of Urban Student Identities - Garret Albert Duncan/Ryonnel Jackson: Making a Way Out of No Way: Black Male Students at City High School - Marguerite V. Wyngaard: Culturally Responsive Pedagogies: African American High School Students' Perspectives - Priya Parmar/Bryonn Bain: Spoken Word and Hip Hop: The Power of Urban Art and Culture - Korina M. Jocson: Urban Youth Engaging Poetry and Creating Learning Communities - Venus Evans-Winters: Urban African American Female Students and Educational Resiliency - Noel S. Anderson: I Still Fear I'm Gonna Slip: A Case Study of African American and Latino Males in an Urban College Preparation Program - kecia hayes: Appreciating the Landscape That Urban Youth of Color Must Navigate to Become Effective Social Actors in Our Civil Society - Handel Kashope Wright/Sidonia Alenuma: Race, Urban Schools, and Educational Reform: The Context, Utility, Pros, and Cons of the Magnet Example - Rochelle Brock: Becoming Whole Again through Critical Thought: A Recipe - Sally M. Reis/Thomas P. Hebert: Supporting Academic Achievement in Culturally Diverse and Academically Talented Urban Students - L. A. Gabay: Pedagogical Practices within the Prison Industrial Complex - Elizabeth Quintero: Multicultural Story: Learning from the Experts in Urban Neighborhoods - Ernest Morrell: Urban Students as Critical Ethnographers: Critical Textual Production through Community-Based Research - Winthrop R. Holder: Unplugged: Releasing the Creative Potentials of Urban Students.
The Editors: Joe L. Kincheloe is the Canada Research Chair in the Faculty of Education at McGill University. He is the author of numerous books and articles about pedagogy, cultural studies, education and social justice, racism, class bias, and sexism, issues of cognition and cultural context, and urban education. His books include Teachers as Researchers; Toil and Trouble; Getting Beyond the Facts: Teaching Social Studies/Social Sciences in the Twenty-First Century; The Sign of the Burger: McDonald's and the Culture of Power; Critical Pedagogy Primer; Critical Constructivism Primer; and Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (with Kathleen Berry). His co-edited works include White Reign: Deploying Whiteness in America (with Shirley Steinberg); 19 Urban Questions: Teaching in the City; and the Gustavus Myers Human Rights award winner: Measured Lies: The Bell Curve Examined (with Shirley Steinberg). Kincheloe is very concerned with the politics of knowledge as it relates to the socio-cultural, political, psychological, and educational dimensions of contemporary life. It is from this perspective that he approaches urban education. kecia hayes was a MAGNET Scholar at the CUNY Graduate Center where she received her Ph.D. in urban education. Her research focuses on how social policies and practices impact the educational experiences of children and parents of color in urban communities. kecia's dissertation examined the educational experiences of court-involved youth. She has taught graduate courses at the International Center for Cooperation and Conflict Resolution of Teachers College, Columbia University, and was an educational consultant with the NYU School of Education Metropolitan Center, as well as the Center for Social and Emotional Education. kecia has provided research assistance for The Colors of Excellence: Hiring and Keeping Teachers of Color in Independent Schools (Pearl Rock Kane and Alfonso J. Orsini, eds.); co-authored a chapter in 19 Urban Questions: Teaching in the City (Shirley Steinberg and Joe L. Kincheloe, eds.); and is a co-editor of The Praeger Handbook of Urban Education and Metropedagogy: Power, Justice, and the Urban Classroom.