Abstract
Drawing on participant-observation research conducted in one core urban and one affluent suburban public school, the author argues that critical educational theorists should devote more attention to differential structural constraints on pedagogic choice. Teachers at the urban North End Community School make pedagogic choices that reinforce social hierarchies. They do so, in part, in order to enable their students to manage a series of risks and dangers associated with concentrated urban poverty. The evidence presented suggests that changing the role power plays in urban public schooling requires changing not only the choices individual teachers make, but also educational and other institutional constraints on pedagogic practice.
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Hayward, C. “The Environment”: Power, Pedagogy, and American Urban Schooling. The Urban Review 31, 331–357 (1999). https://doi.org/10.1023/A:1023284816589
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DOI: https://doi.org/10.1023/A:1023284816589