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Media type:
E-Article
Title:
A Tale of Three Cities: Defining Urban Schools Within the Context of Varied Geographic Areas
Contributor:
Schaffer, Connie L.;
White, Meg;
Brown, Corine M.
Published:
SAGE Publications, 2018
Published in:
Education and Urban Society, 50 (2018) 6, Seite 507-523
Language:
English
DOI:
10.1177/0013124517713605
ISSN:
0013-1245;
1552-3535
Origination:
Footnote:
Description:
What constitutes an urban school? This question has confounded social researchers and educators who often limit definitions to population data. H. Richard Milner suggested a framework for defining urban schools that includes population data as well as the racial and social context of schools. This article applied Milner’s model to school districts in New York, Nebraska, and New Mexico which exemplified Milner’s categories of urban schools: urban intensive, urban emergent, and urban characteristic. Application of the framework to the districts presents a model for teacher educators to deliver two important components of preservice preparation. First, the model can assist preservice teachers to challenge their existing perceptions of urban schools. Second, establishing a framework provides teacher educators the opportunity to guide preservice teachers to view urban schools through a Critical Race Theory lens. Through this lens, preservice teachers can begin to realize the impact of systemic racism within education.