Reinterpreting Urban School Reform

A critical look at urban school reform efforts.

Have urban schools failed, or has reform failed urban schools? This book examines existing urban school programs, ranging from desegregation to reading improvement, in light of available historical, empirical, and case study evidence. Miron and St. John and their contributors probe the underlying theoretical, normative, and political assumptions embedded in specific reform initiatives. They explore how reforms might be reconstructed to better address the underlying challenges and they demonstrate that reforms can be constructively critiqued throughout the stages of implementation, arguing that greater attention should be paid to ethnic and cultural traditions within urban educational settings.

Contributors include Leetta Allen-Haynes; Joseph Cadray; Choong-Geun Chung; Richard Fossey; Barry M. Franklin; David Gordon; Carol Anne Hossler; Siri Loescher; Kim Manoil; Genevieve Manset; Louis F. Mirón; Glenda Droogsma Musoba; Kathryn Nakagawa; Carolyn S. Ridenour; Ada B. Simmons; Edward P. St. John; Neil Theobald; Sandra Washburn; Kenneth K. Wong; and Kim Worthington.

Louis F. Miron is Professor of Educational Policy Studies at the University of Illinois at Urbana-Champaign. He is the author of Social Construction of Urban Schooling: Situating the Crisis. Edward P. St. John is Professor of Educational Leadership and Policy Studies at Indiana University at Bloomington. He is the coauthor (with Alison I. Griffith and Leetta Allen-Haynes) of Families in Schools: A Chorus of Voices in Restructuring.