Transforming Urban Education

Urban Teachers and Students Working Collaboratively

  • Kenneth Tobin
  • Ashraf Shady

Part of the Bold Visions in Educational Research book series (BVER)

Table of contents

  1. Front Matter
    Pages i-viii
  2. Eileen Perman Baker
    Pages 1-17
  3. Rupam Saran
    Pages 37-52
  4. Tricia M. Kress
    Pages 53-69
  5. Kate E. O’Hara
    Pages 71-87
  6. Eydie Wilson
    Pages 107-125
  7. Carolyne Ali-Khan
    Pages 149-165
  8. Kenneth Tobin
    Pages 181-190
  9. Kenneth Tobin
    Pages 191-203
  10. Kenneth Tobin, Reynaldo Llena
    Pages 205-223
  11. Wesley Pitts, Sharon Miller, Annabel D’souza
    Pages 245-262
  12. Christina Siry, Nicole Lowell
    Pages 283-302
  13. Felicia Wharton
    Pages 321-340
  14. Jennifer Adams
    Pages 341-354
  15. Preeti Gupta, Jennifer Correa, Marcia Bueno, Jennifer Sharma
    Pages 355-375
  16. Christina Siry, Carolyne Ali-Khan, Dylan Siry
    Pages 377-387

About this book


Transformations in Urban Education: Urban Teachers and Students Working Collaboratively addresses pressing problems in urban education, contextualized in research in New York City and nearby school districts on the Northeast Coast of the United States. The schools and institutions involved in empirical studies range from elementary through college and include public and private schools, alternative schools for dropouts, and museums. Difference is regarded as a resource for learning and equity issues are examined in terms of race, ethnicity, language proficiency, designation as special education, and gender. The contexts for research on teaching and learning involve science, mathematics, uses of technology, literacy, and writing comic books. A dual focus addresses research on teaching and learning, and learning to teach in urban schools. Collaborative activities addressed explicitly are teachers and students enacting roles of researchers in their own classrooms, cogenerative dialogues as activities to allow teachers and students to learn about one another’s cultures and express their perspectives on their experienced realities and negotiate shared recommendations for changes to enacted curricula. Coteaching is also examined as a means of learning to teach, teaching and learning, and undertaking research. The scholarship presented in the constituent chapters is diverse, reflecting multi-logicality within sociocultural frameworks that include cultural sociology, cultural historical activity theory, prosody, sense of place, and hermeneutic phenomenology. Methodologies employed in the research include narratology, interpretive, reflexive, and authentic inquiry, and multi-level inquiries of video resources combined with interpretive analyses of social artifacts selected from learning environments. This edited volume provides insights into research of places in which social life is enacted as if there were no research being undertaken. The research was intended to improve practice. Teachers and learners, as research participants, were primarily concerned with teaching and learning and, as a consequence, as we learned from research participants were made aware of what we learned—the purpose being to improve learning environments. Accordingly, research designs are contingent on what happens and emergent in that what we learned changed what happened and expanded possibilities to research and learn about transformation through heightening participants’ awareness about possibilities for change and developing interventions to improve learning.


Cogenerative dialogue Multi method research Sociocultural theory

Editors and affiliations

  • Kenneth Tobin
    • 1
  • Ashraf Shady
    • 2
  1. 1.The Graduate CenterCity University of New YorkUSA
  2. 2.Queens CollegeCity University of New YorkUSA

Bibliographic information