ISSUES IN URBAN EDUCATION IN THE U.S.

EDPOL 911

Historical and contemporary urban educational issues and policies. Emphasis on the relationship between educational issues in U.S. cities and other issues in cities and metropolitan regions (e.g. housing, poverty, gentrification, community development), as well as the policies and practices that seek to address these issues.

EDPOL 200

Explores the complex relationships among race, ethnicity and inequality in U.S. public education through theoretical, historical, social, and cultural frameworks and perspectives. Specifically, examine how schools serve are sites where racial/ethnic inequality is produced, reproduced, and resisted through institutional structures and the "everyday" practices of teachers, students, parents, and community members. Examine how race and ethnicity intersect with other identities (e.g. gender, social class, sexual orientation, etc.). It is centrally focused on K-12 education and working in multicultural contexts.

EDPOL 150

Examines a variety of topics related to educational policies, practices, and issues in social, cultural, historical, and political economic contexts in the U.S. and around the world.

EDPOL 500

Explore contemporary social issues or problems and their significance for educational purposes and practices. Designed for various special topics on social issues and education.

EDPOL 510

Examines the following questions focusing on: goals and values for urban schools, framings of "the problem" of K-12 urban schooling in the United States, evidence of the complexities and research evidence on contemporary policies for improving urban schools, and theories of urban school politics, policy, and equity-oriented school reform. Focuses on system-level educational problems, politics, and policies.