本文的目的是探讨在城市环境中有效的教育年轻人的教学方法。通过教学我指的是那些关心和鼓励的学习方法教学。我会在英国和美国的地方优势的教学方法讨论在城市环境中的这些特定的意义，以及贫民区学校的需要不同的农村学校。
这里值得一提的是，我们如何将某些地区定义为“城市”。但在他们的《城市教育》一书中，莱斯利·哈里和他的同事写道，除了使用“城镇”或“村庄”的常识定义外，城市地区可能被认定为人口与地理区域比例高、住房密集的地区。城市地区是先进经济活动的空间，也是由政府/行政/法律标准界定的。
但是，除了说明有关地理区域的类型外，“城市”和“城市教育”这两个术语也意味着一些社会问题。城市社区已经被理解为少数民族的比例很高，通常是贫困和劣势的发现，以及紧张和不平等现象盛行的地方。因此，可以看出，在公众的理解中，在有许多黑人/亚裔/西班牙裔居民的社区和有贫穷、不利和紧张的社区之间建立了联系。
Introduction 简介
The purpose of this essay is to discuss effective pedagogies in education young people in the urban environment. By pedagogies I mean those methodologies concerned with teaching and encouraging learning. I will be looking at the dominant pedagogies in place in Britain and in the USA. I will also discuss the particular significance of these in the urban environment, and how inner-city school's needs may differ from those of more rural schools.
It is worth noting here how we may define certain areas as being 'urban.' Britain is, on the whole, an urban country. But in their book Urban Schooling, Leslie Bash and colleagues write that beyond using common sense definitions of 'towns' 'cities' or 'villages,' an urban area might be identified as one where the population is high in proportion to the geographical area, and the housing dense. Urban areas are spaces of advanced economic activity, and also are defined by government/administrative/legal criteria. (Bash et al:1985:2)
But besides stating the type of geographical area concerned, the terms 'urban' and 'urban schooling' also imply a number of social concerns. Urban neighbourhoods have come to be understood, certainly as ones which have a high proportion of ethnic minorities, often as ones where poverty and disadvantage can be found, and ones where tension and inequalities are rife. It can be seen, therefore, that a link has been made in popular public understanding, between neighbourhoods in which there are many Black/Asian/Hispanic residents, and neighbourhoods where there is poverty, disadvantage and tension.
Bash et al write that urban schools reflect inequalities and tensions, because in the city the density of population and of numerous different communities make clearly visible these issues. (Bash et al:1985:49-50) Their definition of urban schools takes it as inevitable that they would be seen in this way. Walker, on the other hand, challenges the term:
The definitional looseness with which the term urban education is used conjures up images of dysfunctional educational and social institutions, acute levels of poverty, and high degrees of underachievement. The fact that some urban communities do exhibit these characteristics does not mean that education in all urban contexts must take place within dysfunctional institutions or be characterized by high levels of underachievement. (Walker:2003:5)
For the purposes of this essay, I consider it important that I discuss effective pedegogies for educating ethnic-minority children in Britain, and for educating those from working class backgrounds, and also that I discuss the issue of schools which are deemed to be 'failing.' However, I do not wish to assume that all of these factors occur in conjunction with one another. Further, as stated urban areas are ones in which numerous communities exist alongside one another. Urban schools provide education for a large number of white and middle class children, and also a good number of extremely bright ones - and so any pedagogical design should hesitate to accept the typical stereotype of children who attend urban schools as being none-white, and/or poor, and/or unintelligent. It is my view that the failing of past and current pedagogies have often been that they fail to acknowledge diversity. And so I will argue that effective pedagogies would be ones which use the diversity of children within a school to lead the design of a curriculum, rather than to try and force one set curriculum in spite of the students' diversity.
Before I go on to discuss methods of teaching and educating which are at w
