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Series Editors' Preface | |
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Acknowledgements | |
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Introduction | |
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Using the book | |
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Theorizing the Urban | |
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Urban Myths and Urban Lives | |
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Introduction | |
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The idea of the city: reality, metaphor and imagined project | |
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Representing the city | |
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The city as a social, cultural and economic resource | |
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Theorizing the urban | |
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Education in the city | |
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Conclusion | |
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Further reading | |
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Useful websites | |
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Peopling the City | |
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Introduction | |
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Urbanization and its consequences | |
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Understanding the city - identity and difference | |
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Difference in the city - divisions in the city | |
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Insiders and outsiders: an educational dimension | |
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Conclusion | |
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Further reading | |
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Useful websites | |
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The Virtual Urban | |
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Introduction | |
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Space and time | |
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Changing cities | |
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Defining and redefining urban community | |
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Virtual communities | |
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The digital divide | |
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Conclusion | |
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Further reading | |
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Useful websites | |
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Urban Education in Changing Times | |
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Culture, Faith and Community | |
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Introduction | |
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Faith and diversity in the urban setting | |
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Faith schools, identity and community | |
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From equality of opportunity to social justice | |
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Social justice and faith communities | |
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Faith schools - cohesive or divisive? | |
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Conclusion | |
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Further reading | |
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Useful websites | |
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Urban Education in a Global Context | |
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Introduction | |
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The process of globalization | |
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Socio-economic dimension of globalization | |
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Diverse, changing and fluid communities | |
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The impact of the forces of globalization on urban education | |
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Glocal urban education programmes | |
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Conclusion | |
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Further reading | |
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Useful websites | |
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Policies in Urban Settings | |
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Introduction | |
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The origins of urban education policy | |
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Urban policy and the welfare state | |
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New Labour, challenging schools and urban policy: phase 1 | |
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New Labour, challenging schools and urban policy: phase 2 | |
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Conclusion | |
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Further reading | |
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Useful websites | |
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Urban Education Policy into Practice | |
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Critical Urban Pedagogy | |
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Introduction | |
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Paulo Freire, reading the world as well as the word | |
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The Pedagogy of the Oppressed | |
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bell hooks, teaching to transgress | |
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Feminist critical pedagogy | |
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Critical pedagogy in urban settings | |
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Conclusion | |
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Further reading | |
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Useful websites | |
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Early Years Education in the Urban Context | |
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Introduction | |
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What is Early Years education? | |
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Historical overview of Early Years provision | |
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Continuities in Early Years provision | |
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The experiences of (some) urban Early Years teachers | |
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Current policy in Early Years (urban) | |
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Policy alternatives | |
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Conclusion | |
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Further reading | |
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Useful websites | |
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Urban Education and New and Emergent Learning Technologies | |
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Introduction | |
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New and emergent technologies and E-learning | |
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Changing schooling | |
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Inclusion and exclusion | |
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Home access | |
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Transforming education? | |
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E-learning in urban contexts | |
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Mobile urban learning | |
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Conclusion | |
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Further reading | |
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Useful websites | |
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Changing Urban Education | |
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Justice, Hope and Vision | |
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Introduction | |
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Continuity over time | |
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Changing urban education | |
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Justice, hope and vision | |
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Further reading | |
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Usefui websites | |
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Bibliography | |
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Subject Index | |
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Author Index | |