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Lecture 3- Urban Education

Lecture 3 - Urban Education

David Thompson

on 16 February 2016

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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?
rich/poor divide
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
Media fueled panic
Pathologisation of the urban space
"failing" schools
lack of ambition
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"
Coalition?... 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"
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.
"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?
Q. Design a curriculum that might prove more relevant to the lives of young people in inner city secondary schools. How might it compare to the current formal curriculum?
In your (presentation) groups consider:
Subjects - What might you drop? What new subjects?
Vocational/academic balance
Delivery styles
Relevance to young people
Be prepared to discuss with others and justify your design
How many can you list?
Full transcript