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作者

来源

URBAN EDUCATION,Vol.52,Issue4,P.431-459

语言

英文

关键字

race; identity; urban; social; urban education; parental involvement; CHILD-DEVELOPMENT; EDUCATIONAL-ATTAINMENT; NEIGHBORHOOD; ACHIEVEMENT; PERSPECTIVE; STUDENTS; INCOME; DISADVANTAGE; LITERACY; OUTCOMES

作者单位

[Gadsden, Vivian L.] Univ Penn, Child Dev, Grad Sch Educ, Philadelphia, PA 19104 USA. [Gadsden, Vivian L.] Univ Penn, Educ, Grad Sch Educ, Philadelphia, PA 19104 USA. [Dixon-Roman, Ezekiel J.] Univ Penn, Social Policy, Sch Social Policy & Practice, Philadelphia, PA 19104 USA. Gadsden, VL (reprint author), Univ Penn, 3700 Walnut St, Philadelphia, PA 19143 USA. E-Mail: viviang@gse.upenn.edu

摘要

Conceptualizations of urban context and place in research, practice, and policy are relational, ranging from spatial dimensions to cultural practices of children, families, and communities in metropolitan areas. In this article, we focus on the inherent complexity of these conceptualizations and long-standing debates in education and social science research that label urban as a point of both identity and designation. We position urban context itself as a genre of thinking and imagining; challenges complicated in research, scholarship, and policy; practice and pedagogy; and public will and political rhetoric, influencing educational options and spanning issues from poverty to schooling.