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Lecture 3- Urban Education

Lecture 3 - Urban Education
by

David Thompson

on 6 February 2017

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Transcript of Lecture 3- Urban Education

Q. What is "Urban"?
Q. How is it relevant to schooling?

Defined in terms of geography, economics, ethnicities, cultures, or in relation to areas of public policy such as housing, transport, health or labour market policy (Dyson, 2003).

A "euphemism for disadvantage". Defined in terms of "concentration": in urban settings large numbers of adults and children present themselves for, or are required to participate in, education within a relatively small spatial area. (Dyson, 2003)

Q. Are there advantages that urban settings offer?
Knowledge
resources
opportunity
EXTREMES
dystopic
pressure
rich/poor divide
slums
unemployment
homelessness
rich, gated communities

Schools can play a major part supporting & reflecting difference
But can contribute to disaffection
"Pathologised" views of working-class children / families / communities / schools
Housing zones reflect differences
Middle class ideology and cultural capital employed to seek educational advantage
"Community disengagement from learning may become student disengagement" (Dyson, 2003).
Media fueled panic
Pathologisation of the urban space
"failing" schools
"Chavs"
lack of ambition
POLICY
Urban WC blamed for their poverty
Education (vocational) a solution
Neo-liberal approach (marketisation)
Policies initiatives have included Surestart, EiC, EAZs., academies, beacon schools
Inequality worse, educational gains "meagre"
Centre for Social Justice on "educational failure"...
"for too many primary and secondary school pupils in the most deprived areas, our education system continues to fall far short"
The Estate
Location of school intensifies perceptions.
Different habitus & identity
Bound up with street culture
A "battleground"
"They just bring it back here… you can’t separate it, because the majority of kids are from the Estate and everything that goes on there comes back here… it’s just miserable. That has a big effect on these kids coming to school. Drug dealings, fights, the crack situation has a major effect (Learning Mentor).
The Street
Important symbolically
A danger to engagement
Associated with danger
A "battleground"
Identity
Relationships important.
Teacher turnover.
"Reductive" policy on "how to teach", rather than pedagogy.
Engagement dimished.
The need to meet the "lived experience" of young people.
A different world view from those with privilege.
Not a deficit model.
Life chances.
Counselling?
"we would suggest that rather than trying to expose white middle-class self-hood upon urban youth; policy interventions to raise aspirations should take seriously the ways that urban young people make decisions about their future".
(Archer et al, 2010).
Q. Can you think of ways in which youth culture is demonised?
Seminar
Q. How would you adapt the current curriculum, making it relevant to young people in urban secondary schools?

In your groups consider:
What might you drop? Any new subjects?
Vocational/academic balance
Delivery styles
How you might adapt academic content?
Assessment types
Relevance to young people
Ways to aid engagement
Be prepared to justify your design to your peers
How many can you list?
"Learning new things
won't change anything"
"as the educational institutions that serve an area go into decline, they risk contributing to the decline of the area itself"

"disinvestment, neighborhood decline, population mobility may all impact on who attends particular institutions, what they can do or hope to do and the sorts of problems with which the institution has to attend"
(Dyson, 2003)
Full transcript