Jeffrey M. R. Duncan-Andrade

TL;DR: The authors furthers the discussion concerning critical pedagogy and its practical applications for urban contexts, and addresses two looming, yet under-explored questions that have emerged with the ascendancy of critical pedagogies in the educational discourse: (1) What does critical education look like in work with urban youth? and (2) How can a systematic investigation of critical work enacted in urban contexts simultaneously draw upon and push the core tenets of critical education?

TL;DR: Duncan-Andrade as discussed by the authors explores the concept of hope, which was central to the Obama campaign, as essential for nurturing urban youth and describes three necessary elements of educational practice that produce and sustain true hope.

TL;DR: The authors found that the number of ethnic minority teachers will shrink to 5 percent in the next decade, while the enrollment of minority children in America's schools will grow to 41 percent, and teachers in new century schools must find ways to forge meaningful relationships with students who come from different worlds, while also helping these students.

TL;DR: In this paper, the authors consider theories of teaching in urban contexts by examining effective practices in urban classrooms and outline an original framework of five indicators of effective teaching in cities and use examples from practice to illustrate those indicators and their relationship to increased achievement.