The URBAN Education node is comprised of scholars and practitioners from across the United States whose work cuts across disciplines and methodologies to address issues related to educational equity.

Email the Education node here.
The Education Node Co-Chairs can be reached for:
Ana Antunes: Graduate Students/Mentoring Questions
Sarah Hobson: Publishing and Communications Questions
Joy Howard: AERA Planning Questions


  • Civic & Community Engagement (in Urban Schools) Honors Course

    This course was developed as a partnership between the education department at Penn State-Berks, The Penn State Educational Partnership Program’s Urban Teacher Leadership Program, and the school district of the city of Reading, PA. Themes explored in this course include: urban education, youth civic engagement, and action research. Students in the course engaged in service ...

  • Forces of Accountability? The Power of Poor Parents in No Child Left Behind

    Parental involvement is mentioned more than one hundred times in the No Child Left Behind Act (NCLB). In this article, John Rogers argues that President Bush and former U.S. secretary of education Rod Paige have promoted policy narratives of test accountability, choice, and parental involvement that describe how poor parents can spur educators to have ...

  • Finding Common Ground in Education Values: Influential Californians Speak on the Purpose of Public Education

    This UCLA Institute for Democracy, Education, and Access (IDEA) study reveals important common ground among influential Californians about the knowledge and skills students should acquire from the state’s public schools. The points of agreement between stakeholders who span the political and ideological spectrum differ from the lofty rhetoric that characterizes much of today’s education debate, ...

  • Studying the Struggle: Contexts for Learning and Identity Development for Urban Youth

    Activism and organizing can be a fertile subject matter for young people to study. This article presents a case study of a summer seminar in which urban high school students examined the historical struggle for educational justice in their communities. Adopting a “communities of practice” approach to learning, the article documents the changing participation of ...

  • Becoming Critical Public Historians: Students Study Diversity and Access in Post “Brown v. Board” Los Angeles

    Anniversaries of major historical events, such as the 50th anniversary of the landmark Supreme Court decision, Brown v. Board of Education, provide social studies teachers with the opportunity to connect their classroom study to broader public conversations about the event and its significance. This article reports on the one such effort – an intensive five ...

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